England in the Golden Age

Transcription

1 History and Geography England in the Golden Age Teacher Guide Queen Elizabeth I Cavalier Oliver Cromwell Queen Elizabeth I knights Sir Francis Drake.

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3 England in the Golden Age Teacher Guide

4 Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share to copy, distribute, and transmit the work to Remix to adapt the work Under the following conditions: Attribution You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge Foundation ( made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial You may not use this work for commercial purposes. Share Alike If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: Copyright 2016 Core Knowledge Foundation All Rights Reserved. Core Knowledge, Core Knowledge Curriculum Series, Core Knowledge History and Geography and CKHG are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. ISBN:

5 England in the Golden Age Table of Contents Introduction... 1 England in the Golden Age Sample Pacing Guide Chapter 1 Elizabeth I Chapter 2 Britannia Rules the Waves Chapter 3 The Civil War Chapter 4 The Puritan Ruler Chapter 5 Merry Monarch and Brother Chapter 6 The Glorious Revolution Teacher Resources... 58

6 England in the Golden Age Teacher Guide Core Knowledge Sequence History and Geography 5

7 UNIT 6 Introduction About This Unit The Big Idea The 1500s and 1600s were a time of English expansion abroad and consolidation of Parliamentary power at home. This period of English history was full of conflicts. Conflicts about religion highlighted an even more basic conflict between Parliament and the king. These tensions resulted in a civil war, which then led to the execution of the king. When the Catholic James II came to the throne, he was deposed and driven out of the country. Parliament chose new, solidly Protestant rulers and required their allegiance to a new Bill of Rights and the laws of Parliament before it would allow them to be crowned. After the Glorious Revolution, kings had less power, and Parliament had more. Great Britain was well on its way to becoming a constitutional monarchy. INTRODUCTION 1

8 What Students Should Already Know Students in Core Knowledge schools should already be familiar with: Grade 1 English settlers -- Story of the Lost Colony: Sir Walter Raleigh, Virginia Dare -- Virginia: Jamestown, Captain John Smith, Pocahontas and Powhatan -- Slavery, plantations in Southern colonies -- Massachusetts: Pilgrims, Mayflower, Thanksgiving Day, Massachusetts Bay Colony, the Puritans Grade 3 The search for the Northwest Passage -- John Cabot, Newfoundland -- Champlain: New France, Quebec -- Henry Hudson, the Hudson River Geography -- New France and Quebec, Canada; St. Lawrence River -- The Great Lakes: Superior, Michigan, Huron, Erie, Ontario The thirteen colonies -- Differences in climate and agriculture among the three colonial regions -- Location of the thirteen colonies and important cities, such as Philadelphia, Boston, New York, Charleston -- Southern colonies: Virginia (especially the story of Jamestown), Maryland, South Carolina, Georgia; the founders of these colonies, their reliance on slavery; the Middle Passage -- New England colonies: Massachusetts (especially Pilgrims and Puritans), New Hampshire, Connecticut, Rhode Island; development of maritime economy and the influence of religion -- Middle Atlantic colonies: New York, New Jersey, Pennsylvania, Delaware; the Dutch in New York; Penn and the Quakers in Pennsylvania Grade 4 England in the Middle Ages -- Henry II: beginnings of trial by jury; murder of Thomas Becket in Canterbury Cathedral; Eleanor of Aquitaine -- Magna Carta, King John, Parliament, beginning of representative government -- The Hundred Years War, Joan of Arc -- The Black Death sweeps across Europe. Time Period Background This timeline provides an overview of key events related to the content of this unit. Use a classroom timeline with students to help them sequence and relate events that occurred from 1517 to Martin Luther posted his Ninety-five Theses Henry VIII of England established the Church of England Queen Elizabeth I began her almost half-century of rule Sir Francis Drake robbed other ships treasures for Queen Elizabeth I The Spanish Armada was defeated Playwright William Shakespeare wrote plays to entertain Elizabeth I and her successor James VI of Scotland became King James I of England A group of English colonists established Jamestown. Other English colonies in North America followed King Charles I reigned, after marrying the Catholic princess Henrietta Maria of France Supporters of the king fought supporters of Parliament in the English Civil War. 2 ENGLAND IN THE GOLDEN AGE

9 1645 Oliver Cromwell led Parliament s army to victory in the English Civil War Charles I was tried and executed Oliver Cromwell became Lord Protector English Parliament invited Charles II back to England to be king, beginning the Restoration Plague and fire created hardship and difficult times for many English people The transfer of power from James II to William and Mary became known as the Glorious Revolution The English Bill of Rights limited the power of kings and queens in England. What Students Need to Learn Henry VIII and the Church of England Elizabeth I British naval dominance -- Defeat of the Spanish Armada -- Sir Francis Drake -- British exploration and North American settlements The English Revolution -- King Charles I, Puritans, and Parliament -- Civil War: Cavaliers and Roundheads -- Execution of Charles I -- Oliver Cromwell and the Puritan regime -- The Restoration (1660): Charles II restored to the English throne, many Puritans leave England for North America The Glorious Revolution (also called the Bloodless Revolution) -- King James II replaced by William and Mary -- Bill of Rights: Parliament limits the power of the monarch INTRODUCTION 3

10 At a Glance The most important ideas in Unit 6 are: Henry VIII established the independence of the Church of England when he could not get his way with the Roman Catholic Church. Much of English history and politics during this period turns on questions regarding religion. The key debates were whether England should be Catholic or Protestant and whether the Church of England had been sufficiently reformed and purified of Catholic ideas and practices. The reign of Elizabeth I was a time of expansion abroad and peace and prosperity at home. Charles I s need for money brought him into conflict with Parliament; this conflict deteriorated into a civil war. The English Civil War pitted supporters of Charles I, known as Cavaliers, against supporters of greater Parliamentary control, known as Roundheads. Whatever advantages Charles I had at the beginning of the Civil War, he could not overcome Oliver Cromwell s leadership of the rebel army. During the late 1640s and 1650s, England was ruled as a republic, or commonwealth, with no king. Cromwell s Commonwealth could not survive after his death. In 1660, Charles II was invited to take the throne in this period known as the Restoration. The Glorious Revolution removed James II from the English throne in favor of Mary and William of Orange from the Netherlands, who agreed to rule under the English Bill of Rights. What Teachers Need to Know England in the Golden Age Background The two centuries from 1500 to 1700 were a particularly eventful time in the history of England. The nation struggled over religion, vacillated between Catholicism and Protestantism, defeated an invasion by Spain, became a sea power, embarked on worldwide colonization, fought a civil war, executed a king, transformed itself into a republic, restored the monarchy, drove a king from the throne because of his Catholicism, and finally emerged as a parliamentary government with strong checks on the power of the monarch. An understanding of this period of English history is particularly important for Americans because American politics of the Revolutionary era were based on issues and disagreements in the mother country. 4 ENGLAND IN THE GOLDEN AGE

11 The House of Tudor Members of the House of Tudor were a family of Welsh descent that ruled England from 1485 until The first Tudor was Henry VII, who ruled from 1485 to He was the father of Henry VIII and the grandfather of Queen Elizabeth I. Henry VII took control of the monarchy after defeating Richard III in the War of the Roses (so-named because a red rose and a white rose were the symbols of the houses of Lancaster and York, respectively). The reign of the Tudors ended when Elizabeth, who did not have any children, died in Henry VIII and the Church of England By the time of the Renaissance, the Roman Catholic Church was the dominant religion in Europe. The head of the Church was the pope in Rome, who for a time wielded great power in Europe and could even control heads of state. As monarchs in the 1400s and 1500s shaped nation-states from their assorted feudal domains, they saw papal power as a threat to their new sovereignty. Henry VIII of England did not begin his monarchy expecting to overthrow the Roman Catholic Church in England. In 1521, Henry published a work attacking the errors of Martin Luther s teachings. For this, Henry was given the title Defender of the Faith by a grateful pope. However, Henry s personal concerns eventually led him to abandon his staunch support of the Church. In 1509, he married Catherine of Aragon, the daughter of Ferdinand and Isabella of Spain and the widow of his older brother Arthur. All their sons died in infancy. Only a daughter, Mary, born in 1516, survived. This worried Henry VIII. He was eager to have a male heir. Although a daughter could accede to the throne, Henry s concern was that a daughter would probably get married, at which point her property would transfer to her husband s control. If that happened, England might become part of the husband s kingdom. By the late 1520s, Henry had convinced himself that they had failed to have a son because Catherine had first been married to Henry s older brother. Henry asked the pope for an annulment because of Catherine s first marriage. By this time, Henry wanted to marry Anne Boleyn, a courtier. The pope refused to annul the marriage for political as much as ecclesiastical reasons. The pope did not want to antagonize Catherine s nephew, the Holy Roman Emperor. Not to be denied, in 1529 Henry began taking steps to have Parliament declare the church in England separate from the church directed from Rome by the pope. Henry proceeded to marry Anne Boleyn and had his marriage to Catherine annulled in Their daughter, Elizabeth, was born the same year. The following year, Henry had Parliament pass the Act of Supremacy, which made the monarch the head of the Church of England (later known as the Anglican Church). To build support among powerful Catholics, Henry had Parliament confiscate Church lands (e.g., monasteries and nunneries) and sold the lands, most of INTRODUCTION 5

12 which were bought by members of the gentry class who wanted to own property. In Europe at this time, people within a country were expected to practice the religion that their government approved. To do otherwise was to risk fines, imprisonment, and even death. All English subjects were expected to remain loyal to the Church of England, with Henry at its head, because the Church was the official or established church of the country. Henry VIII demanded that all Englishmen take an oath of allegiance to him as the head of the new church. Some people, including Sir Thomas More, the Lord Chancellor of England, remained loyal to the pope and refused to swear the oath. More was one of several executed for refusing the oath. By 1539, Henry had launched a series of persecutions of English Catholics on the one hand and of extreme Protestants on the other. The former objected to the Church because of the break with Rome. The latter objected because they felt that Henry had not gone far enough in his break with Rome. Although Henry VIII had rejected papal authority, the Church at this point was still very similar to the Catholic Church in its doctrines, ceremonies, and hierarchy. Protestants, influenced by the ideas of John Calvin, thought Henry s reformation had not gone nearly far enough. In addition to initiating the English Reformation, Henry VIII is famous for his series of six wives. After Catherine of Aragon ( ) and Anne Boleyn ( ), came Jane Seymour ( ), Anne of Cleves (1540), Catherine Howard ( ), and Catherine Parr ( ). A well-known rhyme describes the fate of each wife: Divorced, beheaded, died Divorced, beheaded, survived. Protestant or Catholic? When Henry VIII died, it was unclear whether England would ultimately become a solidly Protestant country or revert to Catholicism. Henry s son with Jane Seymour, Edward VI, became king in 1547 when he was only nine years old. Although Henry had older children, Edward was next in line for the succession because he was a male. Edward s chief advisers were Protestant, and during Edward s reign, England became more solidly Protestant, introducing changes in doctrine, liturgy, and ceremonies. During Edward s brief rule, the Book of Common Prayer (a book of prayers) and Forty-Two Articles of Religion (the official statement of the articles of belief of the Church of England) were published. However, Edward VI lived for only a few years. He died of tuberculosis in In 1553 Mary I ascended to the throne. She was the daughter of Henry VIII and his first wife, Catherine of Aragon. Mary had been raised a Catholic, and she attempted to return England to Catholicism. She dissolved the Church of England, married a Spanish (Catholic) prince, and had many Protestants executed or severely punished, earning herself the name 6 ENGLAND IN THE GOLDEN AGE

13 Bloody Mary. Several hundred Protestants were burned at the stake during the last years of her reign, which ended in To learn more about specific topics in this unit, use this link to download the CKHG Online Resource About England in the Golden Age : Unit Resources Student Component Teacher Components England and the Golden Age Student Reader six chapters England in the Golden Age Teacher Guide six chapters. The guide includes lessons aligned to each chapter of the England in the Golden Age Student Reader, with a daily Check for Understanding and Additional Activities, such as literature connections and vocabulary practice, designed to reinforce the chapter content. A Unit Assessment, Performance Task Assessment, and Activity Pages are included at the end of this Teacher Guide in Teacher Resources, beginning on page 58. The Unit Assessment tests knowledge of the entire unit, using standard testing formats. The Performance Task Assessment requires students to apply and share the knowledge learned during the unit through either an oral or written presentation. In this unit, the presentation is written. The Activity Pages are designed to reinforce and extend content taught in specific chapters throughout the unit. These optional activities are intended to provide choices for teachers. England in the Golden Age Timeline Image Cards seventeen individual images depicting significant events and individuals related to England in the Golden Age. In addition to an image, each card contains a caption, a chapter number, and the Big Question, which outlines the focus of the chapter. You will construct a classroom Timeline with students over the course of the entire unit. The Teacher Guide will prompt you, lesson by lesson, as to which image card(s) to add to the Timeline. The Timeline will be a powerful learning tool enabling you and your students to track important themes and events as they occurred within this expansive time period. INTRODUCTION 7

14 Timeline Some preparation will be necessary prior to starting the England in the Golden Age unit. You will need to identify available wall space in your classroom of approximately fifteen feet on which you can post the Timeline image cards over the course of the unit. The Timeline may be oriented either vertically or horizontally, even wrapping around corners and multiple walls, whatever works best in your classroom setting. Be creative some teachers hang a clothesline so that the image cards can be attached with clothespins! Create two time indicators or reference points for the Timeline. Write each of the following dates on sentence strips or large index cards: 1500s 1600s Affix these time indicators to your wall space, allowing sufficient space between them to accommodate the actual number of image cards that you will be adding to each time period as per the following diagram: 1500s 1600s Chapter You will want to post all the time indicators on the wall at the outset before you place any image cards on the Timeline. 1500s 1500s 1500s 1500s Introduction (Chapter 1) Introduction (Chapter 1) Chapter 1 Chapter 1 8 ENGLAND IN THE GOLDEN AGE

15 1500s 1600s 1500s 1600s Chapter 2 Chapter 2 Chapter 3 Chapter s 1600s 1600s 1600s Chapter 3 Chapter 3 Chapter 4 Chapter s 1600s 1600s 1600s Chapter 4 Chapter 5 Chapter 5 Chapter s Chapter 6 INTRODUCTION 9

16 Time to Talk About Time Before you use the Timeline, discuss with students the concept of time and how it is recorded. Here are several discussion points that you might use to promote discussion. This discussion will allow students to explore the concept of time. 1. What is time? 2. How do we measure time? 3. How do we record time? 4. How does nature show the passing of time? (Encourage students to think about days, months, and seasons.) 5. What is a specific date? 6. What is a time period? 7. What is the difference between a specific date and a time period? 8. What does CE mean? 9. What is a timeline? Using the Teacher Guide Pacing Guide Reading Aloud The England in the Golden Age unit is one of thirteen history and geography units in the Grade 5 Core Knowledge Curriculum Series. A total of nine days have been allocated to the England in the Golden Age unit. We recommend that you do not exceed this number of instructional days to ensure that you have sufficient instructional time to complete all Grade 5 units. At the end of this Introduction, you will find a Sample Pacing Guide that provides guidance as to how you might select and use the various resources in this unit during the allotted time. However, there are many options and ways that you may choose to individualize this unit for your students, based on their interests and needs. So, we have also provided you with a blank Pacing Guide that you may use to reflect the activity choices and pacing for your class. If you plan to create a customized pacing guide for your class, we strongly recommend that you preview this entire unit and create your pacing guide before teaching the first chapter. In each chapter, the teacher or a student volunteer will read various sections of the text aloud. When you or a student reads aloud, always prompt students to follow along. By following along in this way, students become more focused on the text and may acquire a greater understanding of the content. 10 ENGLAND IN THE GOLDEN AGE

17 Turn and Talk In the Guided Reading Supports section of each chapter, provide students with opportunities to discuss the questions in pairs or groups. Discussion opportunities will allow students to more fully engage with the content and will bring to life the themes or topics being discussed. Big Questions At the beginning of each Teacher Guide chapter, you will find a Big Question, also found at the beginning of each Student Reader chapter. The Big Questions are provided to help establish the bigger concepts and to provide a general overview of the chapter. The Big Questions, by chapter, are: Chapter Big Question 1 How did Queen Elizabeth I manage the conflicts between the Catholics and the Protestants? 2 Why might the Catholics in England have chosen to be loyal to their Protestant queen, rather than support King Philip of Spain? 3 Why did Parliament distrust Charles I and his wife Henrietta? 4 Why might Oliver Cromwell have once earned the reputation of being a dictator? 5 Why did many people not want James II to be king? 6 Why was a foreign ruler invited to invade England? Core Vocabulary Domain-specific vocabulary, phrases, and idioms highlighted in each chapter of the Student Reader are listed at the beginning of each Teacher Guide chapter in the order in which they appear in the Student Reader. Student Reader page numbers are also provided. The vocabulary, by chapter, are: Chapter Core Vocabulary 1 coronation, annul, persecute, ritual, custody, English Parliament, aristocrat, pageant 2 galleon, nobleman, ambassador, dub, resin, current 3 divine right of kings, alliance, official, civil war, country estate 4 gentry, rank, treason, monarchy, republic, public policy, dissolve, dictator 5 fugitive, Restoration, compromise, disband, convert, bubonic plague 6 English Channel, heir, bail, petition INTRODUCTION 11

18 Activity Pages Activity Pages AP 1.1 AP 1.2 AP 3.1 AP 5.1 AP 6.1 The following activity pages can be found in Teacher Resources, pages They are to be used with the chapter specified either for additional class work or for homework. Be sure to make sufficient copies for your students prior to conducting the activities. Chapter 1 Tudor and Stuart Family Tree (AP 1.1) Chapter 1 World Map (AP 1.2) Chapter 3 Domain Vocabulary: Chapters 1 3 (AP 3.1) Chapter 5 Domain Vocabulary: Chapters 4 5 (AP 5.1) Chapter 6 Match the Monarchs (AP 6.1) Additional Activities and Website Links Fiction and Nonfiction Excerpts An Additional Activities section, related to material in the Student Reader, may be found at the end of each chapter in this Teacher Guide. While there are many suggested activities, you should choose only one or two activities per chapter to complete based on your students interests and needs. Many of the activities include website links, and you should check the links prior to using them in class. Use this link to download the CKHG Online Resources, where the specific links to the fiction and nonfiction excerpts and related activity pages may be found. These exerpts may be used with the chapter specified, either for additional classwork or at the end of the unit as review and/or a culminating activity. Be sure to make sufficient copies for your students prior to conducting the activities. Note: These excerpts and their activities can also be found in Unit 4, The Renaissance. Fiction Excerpts Chapter 1 From A Midsummer Night s Dream (FE 1) Chapter 1 The Language of Shakespeare (AP 1.3) Nonfiction Excerpt Chapter 1 Biography of William Shakespeare (NFE 1) 12 ENGLAND IN THE GOLDEN AGE

19 Cross-Curricular Connections Language Arts Drama A Midsummer s Night Dream (William Shakespeare) Music Musical Connections A Midsummer s Night Dream (Felix Mendelssohn) Note: This musical piece was written after the historical time period addressed in England in the Golden Age but could be listened to when/after students read Shakespeare s A Midsummer Night s Dream Books Aliki, William. Shakespeare and the Globe. New York: HarperCollins, Stanley, Diane. Bard of Avon: The Story of William Shakespeare. New York: HarperCollins, Stanley, Diane. Good Queen Bess: The Story of Elizabeth I of England. New York: HarperCollins, Weiss, Jim. The Queen s Pirate: Elizabeth I and Sir Francis Drake. Charles City, VA: The Well-Trained Mind Press. Audio Recording. Weiss, Jim. Shakespeare for Children. Charles City, VA: The Well-Trained Mind Press. Audio Recording. The following primary link will take you to the link where you can purchase these audio recordings: INTRODUCTION 13

20 England in the Golden Age Sample Pacing Guide For schools using the Core Knowledge Sequence and/or CKLA TG Teacher Guide; SR Student Reader; AP Activity Page; FE Fiction Excerpt; NFE Nonfiction Excerpt Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 England in the Golden Age Elizabeth I Core Lesson (TG & SR, Chapter 1) Biography of William Shakespeare and start Exploring a Midsummer Night s Dream (TG, Chapter 1, Additional Activities, NFE 1 & FE1) Finish Exploring a Midsummer Night s Dream (TG, Chapter 1, Additional Activities, FE1) Britannia Rules the Waves Core Lesson (TG & SR, Chapter 2) The Civil War (TG & SR, Chapter 3) CKLA Don Quixote Don Quixote Don Quixote Don Quixote Don Quixote Week 2 Day 6 Day 7 Day 8 Day 9 England in the Golden Age The Puritan Ruler (TG & SR, Chapter 4) Merry Monarch and Brother (TG & SR, Chapter 5) The Glorious Revolution (TG & SR, Chapter 6) Unit Assessment CKLA Don Quixote Don Quixote Don Quixote 14 ENGLAND IN THE GOLDEN AGE

21 England in the Golden Age Sample Pacing Guide s Class (A total of nine days have been allocated to the England in the Golden Age unit in order to complete all Grade 5 history and geography units in the Core Knowledge Curriculum Series.) Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 England in the Golden Age Week 2 Day 6 Day 7 Day 8 Day 9 England in the Golden Age INTRODUCTION 15

22 CHAPTER 1 Elizabeth I The Big Question: How did Queen Elizabeth I manage the conflicts between the Catholics and the Protestants? Primary Focus Objectives Identify Henry VIII as the king who started the Church of England because he wanted to remarry and have a male heir. (RI.5.2) Explain why Elizabeth I became queen, following Mary I s death. (RI.5.2) Describe how Elizabeth I kept peace between the Catholics and Protestants in England. (RI.5.2) Understand the meaning of the following domain-specific vocabulary: coronation, annul, persecute, ritual, custody, English Parliament, aristocrat, and pageant. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About Elizabeth : Materials Needed Activity Pages Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1) Display and individual student copies of World Map (AP 1.2) AP 1.1 AP 1.2 Individual student copies of Biography of William Shakespeare (NFE 1) Individual student copies of From A Midsummer Night s Dream (FE 1) Core Vocabulary (Student Reader page numbers listed below) coronation, n. the ceremony or act of crowning a ruler (4) Example: The queen s coronation was a grand celebration. annul, v. to officially state that a marriage never existed under the law (6) Example: Henry VIII worked many years to have the pope annul his first marriage. Variations: annuls, annulled, annulment 16 ENGLAND IN THE GOLDEN AGE

23 persecute, v. to treat people cruelly and unfairly (7) Example: The king persecuted people who did not practice the same religion he did. Variations: persecutes, persecuted, persecution ritual, n. an act or series of actions done in the same way in a certain situation, such as a religious ceremony (7) Example: One example of a ritual is when the bride and groom each say I do during a wedding ceremony. Variations: rituals custody, n. imprisonment or protective care (9) Example: Elizabeth I kept her cousin Mary Queen of Scots in custody to prevent Mary from trying to overthrow her. English Parliament, n. the original law-making branch of the English government that is made up of the House of Lords and the House of Commons (9) Example: During her reign, Queen Elizabeth worked closely with the English Parliament. aristocrat, n. a person of the upper or noble class whose status is usually inherited (11) Example: Usually, only an aristocrat could be a regular member of a king or queen s court. Variations: aristocrats, aristocracy pageant, n. a show or play usually based on a legend or history (12) Example: To honor Queen Elizabeth when she visited their district, the people often put on a pageant. Variations: pageants. The Core Lesson 35 min Introduce England in the Golden Age Student Reader 5 min Display and read the captions of the first two Timeline Cards, depicting Martin Luther and Henry VIII. Place both cards on the timeline in the early 1500s. Use the cards to prompt student recollections of the Reformation unit that students using the Core Knowledge History and Geography series recently completed. Explain that the effects of changes in religious thinking during the Reformation were also felt in England, the subject of this unit. Distribute copies of the England in the Golden Age Student Reader, and suggest students take a few minutes to look at the cover and flip through the Table of Contents and illustrations in the book. Ask students to brainstorm individual words or simple phrases describing what they notice in the Table of Contents CHAPTER 1 ELIZABETH I 17

24 and various illustrations; record this information in a list on the board or chart paper. Students will likely mention kings, queens, buildings, ships, and maps. Introduce Elizabeth I 5 min Activity Page AP 1.2 Display the World Map (AP 1.2) and have students find England. Point out to students that England is an island and that being separate from Europe has played a role in shaping its history. Quickly review what students learned about Henry VIII in the Reformation unit. Henry VIII broke with the Catholic Church for personal reasons because the pope would not annul Henry s marriage to Catherine of Aragon. To get the divorce he wanted, Henry appointed his own Church officials and then married Anne Boleyn, who gave birth to Elizabeth. After being excommunicated by the Catholic Church, Henry established the Church of England with himself as its head. Tell students that the setting in the chapter they are about to read takes place in England about ten years after Henry VIII s death. Display the Tudor and Stuart Family Tree (AP 1.1). Explain that this type of graphic, called a family tree, is a way to show the relationships among various members of one or more families. Use the tree as a visual reference to describe the succession of individuals who ruled England following Henry VIII s death. Note: The succession to the British throne following Henry VIII s death is complicated. Students are not expected to memorize a list of the kings and queens who followed Henry VIII. The Tudor and Stuart Family Tree (AP 1.1) and the information included in this chapter are provided to give students a general sense of the succession as starting first with Henry VIII s male heir, Edward VI, and then progressing to Henry s remaining children on the basis of their ages. Locate Henry VIII on the tree. After having two daughters (Mary and Elizabeth) by two different wives, Henry finally had a son in his marriage to Jane Seymour. His son, Edward VI, who was a Protestant, became king after Henry s death and ruled for six years. Be sure students understand that even though Edward was one of Henry s younger children, he inherited the right to rule before his older sisters because he was a male. After Edward VI died, Henry s oldest daughter, Mary, a Catholic, ruled for five years. Tell students that in this chapter they will read about an important change regarding who would rule England when Mary died. Call attention to the Big Question, and encourage students to look for ways that Elizabeth I managed the conflicts between Catholics and Protestants in England. Guided Reading Supports for Elizabeth I 25 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. 18 ENGLAND IN THE GOLDEN AGE

25 Long Live the Queen, Pages 2 4 Scaffold understanding as follows: Invite a volunteer to read the three paragraphs of Long Live the Queen. Activity Page AP 1.1 SUPPORT Display the Tudor and Stuart Family Tree (AP 1.1). Have students find Mary and Elizabeth. Explain to students why Elizabeth inherited the English throne after Mary. (Because there were no other male heirs, the crown passed to each of Henry s other children on the basis of their ages.) After the volunteer reads the text, ask the following question: Chapter 1 Elizabeth I Long Live the Queen According The Big Question to legend, twenty-five-year-old How did Queen Elizabeth was sitting under an oak Elizabeth I manage tree reading the Greek Bible on the conflicts between the morning of November 17, the Catholics and the Protestants? She was expecting important news. Maybe she had decided to read outside so that she could hear the hoof beats of a horse as it galloped toward her house in the English countryside. The horseman arrived shortly before noon that day. He must have bowed as he presented Elizabeth with the ring of Mary Tudor, Elizabeth s older half sister. The ring was proof that Mary was dead. And if Mary was dead, Elizabeth was now queen of England. EVALUATIVE What are at least two things suggested about Elizabeth s personality and character that you can infer from this section? Possible responses: Elizabeth was educated; Elizabeth was religious; Elizabeth was glad to become queen. Page 2 2 Page 3 Queen Elizabeth I was at Hatfield House when she heard the news of her sister s death. 3 A Dress of Gold and a Velvet Cape, Pages 4 6 Elizabeth is said to have closed her book and fallen to her knees. Speaking in Latin, she said, Time has brought us to this place. This is the Lord s doing, and it is marvelous in our eyes. A Dress of Gold and a Velvet Cape Elizabeth certainly knew about time. She had been waiting to become queen for nearly twelve years. First her sickly half brother, Edward VI, ruled. Then her half sister, Mary Tudor, sat on the throne. During these years, Elizabeth had had time to plan. Within a week of Mary s death, she marched into London with a thousand men and women whom she had chosen as her advisors and servants. From the beginning, Elizabeth understood that although heredity had put her on the throne, she needed the support of the English people to stay there. A march with a thousand people was a way to show her power. Elizabeth s coronation day, the day she was Vocabulary crowned, was a spectacular event. Ladies of coronation, n. the the English court had sent to Belgium for silks ceremony or act of and velvets to be made into gowns for the crowning a ruler great day. Although years of religious conflict and war had left England deeply in debt, Elizabeth I made sure her coronation would be unforgettable. She wore a dress of gold and a cape of crimson velvet lined with fur. On her head sat a gold crown. These clothes were heavy, but they looked like the clothes of a powerful monarch. That was exactly the impression Elizabeth I wanted to give. Page 4 4 Scaffold understanding as follows: Invite a volunteer to read the first two paragraphs of A Dress of Gold and a Velvet Cape on page 4. CORE VOCABULARY Point out the vocabulary term coronation and its definition at the bottom of the page. Tell students that Elizabeth I used her coronation, or the ceremony at which she was crowned queen, to show her power and position as the new queen. Have students read the rest of the section on pages 4 6 quietly to themselves or with a partner, being sure to look carefully at the illustration on page 5. CHAPTER 1 ELIZABETH I 19

26 After students read the text, ask the following questions: LITERAL For her coronation, what did Elizabeth do to show her power as a monarch? She marched to London with more than one thousand people she had chosen as advisers and servants. She also made sure her coronation would be unforgettable by wearing extravagant clothing and a gold crown that looked like what only a queen or king would wear. Page 5 Queen Elizabeth I ruled England for almost half a century, raising her kingdom to a peak of glory. 5 LITERAL What did Elizabeth do during the coronation ceremony to send a signal of peace and acceptance to both Catholics and Protestants? She included both Catholic and Protestant elements in the ceremony. The bishop who performed the ceremony was Catholic, but he read from the Protestant version of the Bible. A Dangerous Situation and Queen of her People, Bride of Her Nation, Pages 6 9 The coronation was a religious ceremony. Elizabeth I wanted to end the conflicts in England between Catholics and Protestants. At her coronation, she was crowned by a bishop, an official of the Catholic Church, but she insisted that the bishop read from an English Bible, the kind used by Protestants, rather than the Latin Bible used by Catholics. A Dangerous Situation From the time when Elizabeth was a little girl, her life had been in danger. England was a nation divided by religion. Elizabeth s father, King Henry VIII, had broken from Vocabulary the Catholic Church in 1529 because the annul, v. to officially pope would not annul his marriage to his state that a marriage first wife, Catherine. Henry and Catherine never existed under the law had only one surviving child, Mary, and Henry wanted a son. Henry wanted to be free of Catherine so that he could marry Anne Boleyn, who later became Elizabeth s mother. Despite the pope s refusal to annul the marriage, Henry married Anne anyway and established the Church of England to be independent of the Catholic Church in Rome. Henry proclaimed himself head of the Church of England. However, when Elizabeth was only two years old, her father had her mother executed. Henry promptly married again. His third wife produced a son, Edward. After King Henry s death, Edward, Elizabeth s younger half brother, reigned from 1447 to Edward VI supported the Protestant religion and wanted England to become a Protestant Page 6 6 Activity Page AP 1.1 After King Henry VIII died, his son Edward and then his older daughter Mary sat on the throne. nation. However, he had been a sickly Vocabulary child, and he died at the age of fifteen. persecute, v. to treat Now it was Elizabeth s older half sister s people cruelly and turn to rule. In 1553, Mary Tudor became unfairly Queen Mary I. Mary was Catholic. ritual, n. an act or During her five years on the throne, she series of actions done in the same restored power to the Catholic Church in way in a certain situation, such as a England and persecuted Protestants. Her religious ceremony brutal persecution of Protestants earned her the name Bloody Mary. Unlike Mary I, Elizabeth was a Protestant, though she respected many of the Catholic rituals and customs. When she took the throne, Elizabeth faced the difficult task of keeping the peace between Catholics and Protestants. Page 7 7 Scaffold understanding as follows: CORE VOCABULARY Read aloud the first paragraph of the section A Dangerous Situation on page 6, stopping to explain the vocabulary word annul. Invite volunteers to take turns reading aloud the rest of the section A Dangerous Situation on pages 6 9. CORE VOCABULARY Pause to explain the vocabulary terms persecute, ritual, and custody as they are encountered in the text. SUPPORT After reading the section A Dangerous Situation, display the Tudor and Stuart Family Tree (AP 1.1), and have students find the two Marys mentioned in this section: Mary Tudor and Mary Stuart (Mary Queen of Scots). Ask students how each Mary was related to Elizabeth and what they had in common. Why might Elizabeth have felt threatened by them? Mary Tudor was Elizabeth s half sister; Mary Stuart was Elizabeth s cousin. Both Marys were Catholic, and Elizabeth was Protestant. Mary Tudor had imprisoned Elizabeth for several months while Mary was queen. After Elizabeth became queen, Mary Queen of Scots made it clear she thought she should become queen instead of Elizabeth. CORE VOCABULARY Read aloud the section Queen of Her People, Bride of Her Nation on page 9, stopping to explain the Core Vocabulary term English Parliament. 20 ENGLAND IN THE GOLDEN AGE

27 After you read the text, ask the following questions: LITERAL After she became queen, why did Elizabeth have her cousin, Mary Queen of Scots, brought to trial, and what was the outcome? Mary I imprisoned her sister Elizabeth in the Tower of London. From an early age, Elizabeth learned to pay attention to what was going on around her. She avoided putting in writing any thoughts or beliefs that her enemies might use against her. When Mary I was queen, she imprisoned Elizabeth in the Tower of London. For two months, Elizabeth lived in a cold, drafty cell, never knowing whether or when she might be executed. Queen Mary spared her life, but Elizabeth never forgot the horror of awaiting her own death sentence. Even after she became queen, Elizabeth I had to be very careful. Another Mary, this one known as Mary Stuart or Mary Queen of Scots, plotted against Elizabeth. Mary, a Scottish queen, was the niece of Henry VIII. She believed that she herself, not Elizabeth, belonged on the throne of England because the Catholic Church did not recognize Henry s marriage to Elizabeth s mother. Page 8 8 Elizabeth s advisors told her to have Mary Vocabulary Queen of Scots put to death. At first Elizabeth custody, n. was reluctant to execute a relative who was imprisonment or a queen in her own right. Mary was held in protective care custody for more than ten years. But when English she was finally caught in a plot to have Parliament, n. the original law-making Elizabeth killed, she was brought to trial. branch of the English government that The verdict? Guilty. The punishment? Death. is made up of the House of Lords and the House of Queen of Her People, Bride of Commons Her Nation Throughout the first decades of her reign, Elizabeth s advisors and the English Parliament urged her to marry. They wanted her to have a child who could take the throne when she died. They also thought that a woman could not rule as well as a man. Many ambitious men asked for her hand in marriage. Elizabeth argued, however, that marriage would only distract her from her many duties as queen. She considered England to be her husband and her family. Mary Queen of Scots was caught in a plot to have Elizabeth killed and was brought to trial and found guilty. INFERENTIAL Why did Elizabeth have to be careful, even as queen? Elizabeth had to be careful because there were people such as Mary Stuart who believed Elizabeth should never have been made queen. LITERAL What did Elizabeth s advisers encourage her to do? How did Elizabeth respond? They wanted her to marry and produce an heir to the throne. Elizabeth refused, saying that marriage would distract her from being a queen. The Queen s Travels Frequently in summer, Queen Elizabeth I and her court left London on journeys into the countryside. One reason was that she needed to escape from the hot, dirty, and smelly city. London was the largest city in Europe at that time. It had ninety thousand people and no sewers, no running water, and no toilets. Because there was no refrigeration, food spoiled quickly. People did not understand Page 9 then that unclean conditions spread disease. But they did know that the city was unhealthy in the summer. 9 The Queen s Travels, Pages 9 12 The number of people in Queen Elizabeth s court was enough to fill a large village. When her courtiers and their horses arrived at one of the queen s more than sixty castles or houses, they quickly ate all the available food. Although the queen s houses were grand, many were not big enough to fit her whole court. Some of the people who waited on her had to sleep in tents on the grounds. There was no plumbing, sewers, or easy way to dispose of garbage. With so many people in one place, the area quickly became filthy and even unhealthy. People had to clear out so that the area could be cleaned up. The trip from one residence to another was no small undertaking. Such a trip typically involved hundreds of carts and thousands of packhorses. When Queen Elizabeth I traveled, more than just government officials accompanied her. Cooks, doctors, carpenters, people to sew and do laundry, and people to care for horses also came along. The luggage in the caravan included the queen s clothes and jewels, documents, dishes, linens, equipment, tools, and her massive carved bed. Even the best and most widely used roads in England were very poor by today s standards. They were dirt roads that turned to mud in wet weather. In dry weather, deep ruts could tip a cart over or break its axle. The caravan of horses and carts could cover only ten or twelve miles a day, roughly the distance that someone might cover on foot. As Queen Elizabeth I traveled, she sometimes saved money by staying overnight in the houses of different nobles. It was very Page Scaffold understanding as follows: Have students read the section to themselves or with a partner. CORE VOCABULARY Point out the vocabulary boxes for aristocrat and pageant on pages 11 and 12. Encourage students to refer to the boxes as they read. After the students read the text, ask the following questions: LITERAL What are two reasons Elizabeth traveled through the English countryside? She traveled to escape the heat, dirt, and smell of London, and to connect with her subjects, both noble and common. LITERAL What did the people do to honor Elizabeth during her visits? They held presentations and put on plays and pageants. It was not unusual for the journey from one castle to another to last a month. During this time, the queen and her advisors continued to conduct the business of the kingdom. expensive for an aristocrat to feed the Vocabulary queen and her court. Yet, nobles competed aristocrat, n. a for the honor of hosting her. Their power person of the upper and position depended on her favor. Some or noble class whose status is usually aristocrats even added extra rooms to their inherited houses or added buildings to their estates in preparation for their queen s arrival! 11 Page 11 EVALUATIVE Do you think it was wise for Elizabeth I to journey frequently throughout the countryside? Possible response: It was wise as she was able to meet the common people, see how they lived, and listen to their concerns. CHAPTER 1 ELIZABETH I 21

28 Glorious Reign, Pages Elizabeth s journeys from place to place Vocabulary were also exciting for the common people pageant, n. a show in her kingdom. She could see how they or play usually based lived and the state of their towns and farms. on a legend or history The commoners had a chance to see their queen. People put on plays and pageants in her honor. Elizabeth listened patiently to their speeches and once stood in the rain to watch a presentation by schoolboys. At every opportunity, Queen Elizabeth I told her subjects that she loved them, and she expressed her appreciation for their loyalty. The time she spent traveling did a great deal to increase the people s affection for Elizabeth. Glorious Reign Elizabeth combined practices of both the Catholic Church and the Protestant Church when she reestablished the Church of England. Priests wore robes, as in the Catholic Church, but they could marry. The Church services were in English, as Protestants wished. But crucifixes and candles adorned the altars in the style of Catholic cathedrals. Elizabeth I did not persecute Catholics or Protestants for their religion. People who disobeyed her wishes were another matter, however. Perhaps because of the threats on her life, Elizabeth expected complete loyalty from everyone in her court. Her maids, who were women from noble families, had to get permission from her before they could marry. If one of them married in secret, Elizabeth might imprison the husband until she could be sure Page that he was not part of a plot against her. Elizabeth demanded loyalty, and she received it. William Shakespeare, one of the greatest English playwrights, wrote plays to entertain Elizabeth. Composers wrote songs for her to enjoy. Francis Drake sailed around the world for her. She transformed England from a land weakened by conflict into a unified kingdom that could compete with mighty Spain and France for power. Elizabeth I ruled for forty-five years, from 1558 to By the time she died, she had given her own name to her era. It was a time of great literature and exploration, but it was not named for William Shakespeare or Sir Francis Drake. We remember it today as the Elizabethan Age. Scaffold understanding as follows: Read aloud the section Glorious Reign on pages After you read the text, ask the following questions: LITERAL How did Elizabeth combine practices of the Catholic and Protestant churches? In the Protestant Church of England, she had the priests wear robes as Catholic priests did, but they could marry. The Protestant services were in English, not Latin. INFERENTIAL Mary I, who was queen before Elizabeth, was described as Bloody Mary because she persecuted Protestants who did not follow the Catholic Church. How would you describe Elizabeth I as a ruler? Students might describe Elizabeth as fair, practical, or tolerant. They should be able to identify examples in the text to support their answers. Page LITERAL Why might Elizabeth s rule of England and this time period in history be called the Elizabethan Age? Elizabeth unified and strengthened her kingdom. Her reign was a time of great literature and exploration, including the works of William Shakespeare and the exploits of Sir Francis Drake. Timeline Show students the two remaining Chapter 1 Timeline Image Cards. Read and discuss the captions. Review and discuss the Big Question: How did Queen Elizabeth I manage the conflicts between the Catholics and the Protestants? Post the images to the Timeline under the date referencing the 1500s; refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. Check for Understanding 10 min Ask students to: Write a short answer to the Big Question: How did Queen Elizabeth I manage the conflicts between the Catholics and the Protestants? Key points students should cite include: she included aspects of both the Catholic and Protestant religions in her coronation; she did 22 ENGLAND IN THE GOLDEN AGE

29 Additional Activities not persecute her subjects for their religious beliefs; she combined and introduced aspects of both the Catholic Church ceremony and the Protestant Church of England ceremony into the new Church of England she established in her reign. Choose one of the Core Vocabulary words (coronation, annul, persecute, ritual, custody, English Parliament, aristocrat, or pageant), and write a sentence using the word. To wrap up the lesson, ask several students to share their responses. Biography of William Shakespeare (RI.5.1) 25 min Materials Needed: Sufficient copies of Biography of William Shakespeare (NFE 1) Use this link to download the CKHG Online Resources for this unit, where the specific link to the nonfiction excerpt may be found: Background for the Teacher: For background information, download the CKHG Online Resource, About Shakespeare. Call on student volunteers to read the Biography of William Shakespeare (NFE 1) aloud. After students finish reading the excerpt, post the following questions, and have students write their responses: 1. What is one way that people refer to Shakespeare without using his name? Why do you think he received this nickname? People call him the Bard of Avon or the Bard. He probably received this nickname because of his popularity and the quality of his writing. 2. Why do some people believe William Shakespeare did not write his plays? He did not attend a university. Some argue that he was not educated well enough to write such amazing plays. 3. Why did William Shakespeare move to London? He wanted to become an actor. 4. What caused many theaters to close? What did William Shakespeare do at this time?»» The bubonic plague forced many theaters to close. Shakespeare wrote sonnets during this time. CHAPTER 1 ELIZABETH I 23

30 5. How would you describe the audience at the Globe Theater? The audience at the Globe Theater was very diverse. Wealthy people paid for seats in upper balconies that were shielded from the weather. People of lesser means sat on the ground. The crowd often grew rowdy and threw things at the performers. 6. What impact has William Shakespeare had on daily life and popular culture? Shakespeare is credited with having invented more than one thousand words. His works are still enjoyed today in their original form and as adaptations. Exploring A Midsummer Night s Dream (RL.5.1, RL.5.10) Activity Length Flexible Materials Needed: Sufficient copies of From A Midsummer Night s Dream (FE 1), highlighters, signs with the characters names that students can wear. Use this link to download the CKHG Online Resources for this unit, where the specific link to the fiction excerpt may be found: Background for the Teacher: For background information, download the CKHG Online Resource About Shakespeare. Note: Students will benefit from multiple readings of this excerpt from A Midsummer Night s Dream, first listening to the excerpt read aloud by the teacher and then reading it aloud themselves, with different students assigned the roles of different characters. Distribute copies of From A Midsummer Night s Dream (FE 1). Read aloud the excerpt, as students follow along. As you read, it may be helpful to write each character s name on the board or chart paper as he or she is encountered, being sure to explain the relationships among the various characters. As you read aloud actual dialogue, read with the drama, rhythm, and intonation called for by the text to enhance students understanding of the text and the many comic misunderstandings. Call attention to the actual dialogue of specific characters, noting the quotation marks, and pause to help students translate Shakespeare s archaic language into modern language. Pause to explain challenging vocabulary as it is encountered. Call attention to the fact that this excerpt is actually a play within a play. After you have finished reading, ask the following questions and have students respond orally: 24 ENGLAND IN THE GOLDEN AGE

31 1. What is the setting of the story? The story takes place in Athens, Greece. 2. Why are Hermia and Helena upset? Hermia is in love with Lysander but is supposed to marry Demetrius. Helena is in love with Demetrius, but Demetrius is in love with Hermia. 3. Who else is in the woods, and what are they doing? A group of tradesmen are in the woods practicing for a performance for the duke. Titania, Oberon, and Puck (fairies) are also in the woods. Titania and Oberon are fighting, while Puck helps Oberon play a trick on Titania. 4. What trouble does Puck cause? Puck mistakenly gives a love potion to Lysander, causing him to fall in love with Helena. He also gives Bottom, one of the actors, the head of a donkey. When Puck gives Titania a love potion, she falls in love with the donkey-headed man. 5. How is the conflict in the story resolved? Puck and Oberon undo the effects of the love potion on Lysander so he returns to loving Hermia. They give Demetrius a love potion so he loves Helena. Then Hermia and Lysander and Helena and Demetrius are very content, and the duke allows them to marry on the same day as his own wedding. Assign character roles and sections of the excerpt to students. The following characters have speaking parts: Egeus Duke Theseus Hermia Lysander Helena Demetrius Francis Flute/Thisbe Oberon Titiana Puck Nick Bottom/Pyramus Snug Director (of the play within the play) CHAPTER 1 ELIZABETH I 25

32 You may also assign one or more students the role of Narrator, to read the portions of the excerpt that are not dialogue, or you may prefer to take on this role. The following characters have non-speaking parts but may be assigned to students to act out: Snout Athenians Allow students time to practice their parts in small groups. Note: It may be helpful to prepare signs with each character s name that students can wear as they practice and act out their part. You might also suggest that students use a highlighter to mark any dialogue that they will read. Allow time for students to read and act out the excerpt in front of their classmates. As time permits, allow different students to take on and act out different roles, so that all students have a chance to participate. The Language of Shakespeare (L.5.1) 20 min Activity Page Materials Needed: Sufficient copies of The Language of Shakespeare (AP 1.3) Use this link to download the CKHG Online Resources: AP 1.3 Background for the Teacher: For background information, download the CKHG Online Resource About Shakespeare. Distribute copies of The Language of Shakespeare (AP 1.3) and read aloud to students. Students may complete the activity individually or with partners. 26 ENGLAND IN THE GOLDEN AGE

33 CHAPTER 2 Britannia Rules the Waves The Big Question: Why might the Catholics in England have chosen to be loyal to their Protestant queen, rather than support King Philip of Spain? Primary Focus Objectives Describe Sir Francis Drake s activities and his importance to Queen Elizabeth and England. (RI.5.2) Summarize British exploration during the Elizabethan era, including voyages to North America. (RI.5.2) Summarize the defeat of the Spanish Armada. (RI.5.2) Understand the meaning of the following domain-specific vocabulary: galleon, nobleman, ambassador, dub, resin, and current. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About the English Navy : Materials Needed Activity Pages Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1) Display and individual student copies of World Map (AP 1.2) AP 1.1 AP 1.2 Core Vocabulary (Student Reader page numbers listed below) galleon, n. a large sailing ship, used as a warship or for trade (14) Example: In the 1500s, Spanish galleons sailed the world s oceans. Variation(s): galleons nobleman, n. a person of the upper class; an aristocrat (16) CHAPTER 2 BRITANNIA RULES THE WAVES 27

34 Example: The nobleman welcomed Queen Elizabeth I to his estate during her travels. Variation(s): noblemen ambassador, n. a person who is an official representative of his or her government in another country (16) Example: The ambassador of France often visited Queen Elizabeth s court in England. Variation(s): ambassadors dub, v. to officially make someone a knight (16) Example: The king dubbed the soldier a knight in recognition of his bravery. Variation: dubbed resin, n. a sticky substance that comes from trees and can be lit (18) Example: Along the coast, Englishmen watching for invading ships burned resin to create warning lights for the inland towns. current, n. the ongoing movement of water, within a larger body of water, such as in a river or ocean (20) Example: The strong current made swimming in the ocean difficult and dangerous. Variation: currents The Core Lesson 35 min Introduce Britannia Rules the Waves 5 min Explain to students that it was Henry VIII who started building England s navy, but it was Elizabeth I who used it. An important contributor to the increasing strength and presence of England s navy on the world s oceans was Francis Drake. Remind students that they already met Sir Francis Drake when they studied the Age of Exploration. Display Timeline Card 5 and post it on the Timeline, in the 1500s section. Use the image on the card to prompt student recollections of Drake. Activity Page AP 1.2 Tell students that Drake played an important role in England s dealings with Spain, a country with which England was increasingly in conflict. Display AP 1.2 and point out the locations of England and Spain. Ask students to describe the relative location of each nation. Call students attention to the Big Question, and have them keep the question in mind as they read about the conflicts between Spain and England. 28 ENGLAND IN THE GOLDEN AGE

35 Guided Reading Supports for Britannia Rules the Waves 5 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. Sir Francis Drake, Pages Scaffold understanding as follows: Chapter 2 Britannia Rules the Waves Sir Francis Drake Depending on your point of view, Sir Francis Drake was either a hero or a pirate. To English people and to Queen Elizabeth I, he was a brave and skilled sea commander. To the Spanish, however, Drake was a pirate. During the late 1500s, while Elizabeth I was on the throne, the Spanish were building a great empire. Spanish galleons carried gold, silver, precious stones, expensive dyes, and Vocabulary sugar across the ocean from colonies in the galleon, n. a large sailing ship, used Americas. Sir Francis Drake and other English as a warship or for sailors attacked Spanish ships and grabbed trade some of these riches for themselves. Page The Big Question Why might the Catholics in England have chosen to be loyal to their Protestant queen, rather than support King Philip of Spain? First read aloud the chapter title, Britannia Rules the Waves, explaining that Britannia is another name for the country of England. Ask students to discuss what the chapter title might mean. Then, read aloud Sir Francis Drake on pages CORE VOCABULARY Review with students the meaning of the words galleon and nobleman as they are encountered. After you read the text, ask the following questions: LITERAL What did Francis Drake and other English sailors do to Spanish ships traveling back from the Spanish colonies to Spain? They attacked and robbed the Spanish ships of their riches. Page 15 Sir Francis Drake was a hero to the English and a pirate to the Spanish. 15 LITERAL What did the English and Queen Elizabeth think of Francis Drake? Queen Elizabeth and the English thought Drake was a brave and skilled sea commander, a hero. LITERAL What did many of the Spanish think of Francis Drake? The Spanish thought of Drake as a thief and a pirate. LITERAL Was Francis Drake disliked by all of the Spanish who encountered him? How do you know? No, not all Spanish people disliked him. One Spanish nobleman described Drake as a great navigator and commander, saying that Drake treated his fellow sailors well and earned their respect. Our Golden Knight, Pages Scaffold understanding as follows: CORE VOCABULARY Preview with students the meaning of the words ambassador and dub, using the image on page 17 of Elizabeth dubbing Sir Francis Drake as support. CHAPTER 2 BRITANNIA RULES THE WAVES 29

36 Ask students to read the section Our Golden Knight on pages quietly to themselves or with a partner. Encourage students to refer to AP 1.2 as they read to identify different places mentioned in this section on the map. Activity Page AP 1.2 The Spanish considered Francis Drake a thief. But a Spanish nobleman, whose ship Drake attacked, described him as a great navigator and commander. The same nobleman commented on how well Drake treated his fellow sailors, as well as how much they respected him. Queen Elizabeth I also admired him and showered him with gifts. Our Golden Knight Francis Drake left home for the voyage of Vocabulary his life in 1577, a trip around the world! He nobleman, n. a sailed down the west coast of Africa and person of the upper then across the Atlantic Ocean and around class; an aristocrat the Americas. He took every opportunity ambassador, to attack Spanish and Portuguese ships, n. a person who is an official and to seize their riches. By the time Drake representative of his returned to England three years later, the or her government in another country Spanish ambassador to London called dub, v. to officially him the master-thief of the unknown make someone a world. The following year, however, knight Queen Elizabeth I dubbed him our golden knight, and he became Sir Francis Drake. To honor their queen and to compete with Spain s mastery of the seas, Englishmen such as Drake explored the world in search of riches. Expeditions set out to establish trade routes across the Pacific Ocean. Walter Raleigh, another of Elizabeth s favorites, tried to start a colony in the Americas. The first Roanoke colony, Page Aboard Drake s ship Golden Hind, Elizabeth I touched a sword to Francis Drake, making him a knight. on an island off the coast of North Carolina, did not last. Most of the colonists returned home in a few months. A second group disappeared a short while later. Decades would pass before the English succeeded in establishing a permanent colony in North America. The Invincible Armada Even though their colonies had not succeeded, the English still annoyed the Spanish. Spain had claimed North America as its own. It had colonies in Mexico and in the areas of the Page SUPPORT Display AP 1.2. Point out the location of the Pacific Ocean. Remind students about what they learned during The Age of Exploration: Asia had spices and other valuable goods that Europeans wanted. Like the Spanish, the English wanted to establish trade routes around the tip of South America and across the Pacific Ocean to reach Asia to acquire these goods. On the map, trace the route that Spanish and English ships might have taken: through the Straits of Magellan, north along South America s western coast, across the Pacific to the Philippines, then to China or Indonesia. Return to England on the map. Starting at England s southwestern coast, trace a route across the Atlantic to the approximate location of Virginia and North Carolina on the eastern coast of North America. Tell students this is where Walter Raleigh tried to start his colony in the Americas. Ask what ocean Walter Raleigh had to cross to reach North America. (Atlantic) After students read the text, ask the following questions: LITERAL Why did Elizabeth I make Francis Drake a knight? He brought back to England riches he d taken from Spanish ships. LITERAL What did the Englishmen who explored the Pacific Ocean hope to do? They hoped to establish trade routes that would bring riches to themselves and England. LITERAL What did explorer Walter Raleigh do for Elizabeth I and England? He tried to start a colony in North America. The Invincible Armada, Pages United States now known as Florida, California, New Mexico, Texas, and Arizona. In addition to England s colonizing efforts, Drake and other Englishmen continued to attack Spanish ships and seize their treasure. There was more than these things, however, behind the tension between the two countries. Just before Queen Elizabeth I had Mary Queen of Scots executed, Mary had named the Spanish king, Philip II, as successor to the English throne. Remember that unlike Elizabeth, Mary and Philip were both Catholic. The pope later offered King Philip a million in gold if he would conquer England. English and Spanish ships engaged in many battles over the years. After Sir Francis Drake led a surprise attack that destroyed ships in a Spanish harbor, Philip began making plans to invade England and finally conquer it. People heard rumors that Spain was Vocabulary building a fleet of warships called an resin, n. a sticky armada (/ahr* mah* duh/) for an attack substance that on England. Day and night, coast guards comes from trees and can be lit peered across the ocean looking for the Spanish fleet. The English placed pans of flammable resin on little platforms on hills across the land. If a lookout spotted an invading ship, he would light one of these beacons. As soon as the people guarding the beacons farther inland saw a coastal beacon shining, they would light their beacons. This signaled others farther inland. In this way, news of an invasion would spread quickly through England. Page Scaffold understanding as follows: Read aloud the first two paragraphs of the The Invincible Armada on pages After reading these paragraphs, ask students these questions: LITERAL How did the explorations of Englishmen such as Drake and Raleigh affect Spain? The explorations of Drake and Raleigh provided competition for Spain as it attempted to increase the Spanish empire and continue to control the seas. Drake and other Englishmen also stole the treasures that Spanish ships were carrying. 30 ENGLAND IN THE GOLDEN AGE

37 LITERAL What was one other reason for the tension and conflict between Spain and England? Mary Queen of Scots named the Spanish King Philip II as her successor to the English throne, and the pope offered King Philip gold if he conquered England. Activity Page AP 1.1 CHALLENGE Display a copy of AP 1.1. Why do you think Mary Queen of Scots named the Spanish King Philip II as her successor to the English throne? Possible response: Philip was Catholic, like Mary Queen of Scots, and Mary wanted the English throne to be occupied by a Catholic monarch. Philip II had also been married to Mary I, who held the English throne before Elizabeth. Mary Queen of Scots may have thought that the throne should have passed to Mary I s husband instead of her half sister. Read aloud the last four paragraphs of the The Invincible Armada on pages The invincible Spanish Armada attempted to invade England in Finally, in July 1588, the Spanish fleet was spotted. Dubbed the Invincible Armada by the pope because they could not be Page 19 defeated, the Spanish ships were an impressive sight. The armada Activity Page AP 1.2 had 130 large ships that sailed in a tight formation. They were like floating fortresses. These ships carried more than 30,000 people, as well as horses and weapons. The Spanish were not planning a sea battle. They planned to invade England and capture it with a land battle. The English fleet, on the other hand, Vocabulary carried only 1,500 men. Their ships were current, n. the small, but they were nimble. The English ongoing movement sailors also knew all the currents of of water within a larger body of water, the waters in which they fought. They such as in a river or darted around the edges of the Spanish ocean formation, picking at the outermost ships. The English set empty ships on fire and let the ocean currents carry them toward the armada. This forced the Spanish ships to break out of their tight formation to avoid the flames. Still, Spain might have conquered England if it had not been for the weather. As the Spanish retreated, a powerful storm blew dozens of their ships onto the rocks of Ireland and Scotland. The ships that survived withdrew to Spain. Nearly half of the men in the Spanish Armada died. Prayer and Thanksgiving During Elizabeth s reign, Spain was the greatest sea power in the world. Many English people were truly terrified that Spain would conquer England and make it a Catholic country once again. King Philip of Spain had counted on England s Catholics to rise against their queen and aid his invasion. Instead, the English Catholics Page CORE VOCABULARY Review with students the meaning of the words resin and current as they are encountered in the text. Tell students that resin is a natural substance found on trees and is often called the sap or gum of a tree. SUPPORT After reading the last paragraph of this section, display the World Map (AP 1.2). Have students locate Spain, the English Channel, England, Scotland, and Ireland. Ask students to refer to these locations as they explain the role of the weather in the defeat of the Spanish Armada. After you read the text, ask the following questions: LITERAL What event led Spain s King Philip to decide to invade England? Sir Francis Drake led a surprise attack and destroyed ships in a Spanish harbor. EVALUATIVE Why do you think the pope backed Philip s plans to invade England? He wanted to see England returned to Catholicism. EVALUATIVE How did the English sailors knowledge of the currents help them fight the Spanish fleet? Because the English knew the currents of the waters where the battles took place, they could set empty ships on fire and let the ocean currents carry them toward the armada. CHAPTER 2 BRITANNIA RULES THE WAVES 31

38 EVALUATIVE What other advantage did the English have, and how did it help them defeat the armada? The English ships were small. They were easier to control and move than the large Spanish ships, which were huge and hard to move. Prayer and Thanksgiving, Pages stayed loyal to their own government. This gives us some idea of how much progress Queen Elizabeth I had made in healing the religious conflicts in her kingdom. Nonetheless, many people in England used the conflict with Spain as a reason to distrust Catholics. In November 1588, Elizabeth declared a day of thanksgiving. Everyone was urged to go to church, just as Elizabeth herself did. She thanked God and asked her people to do the same. Scaffold understanding as follows: Have students read the two paragraphs of Prayer and Thanksgiving to themselves or with a partner. Page After students read the text, ask the following questions: LITERAL What did Elizabeth do after the defeat of the Spanish Armada? Elizabeth declared a day of thanksgiving and urged people to go to church to thank God for the defeat of the Spanish, as she did. INFERENTIAL What does it tell you, knowing that English Catholics did not rise up against Elizabeth during the battle of the Spanish Armada? It suggests that Elizabeth had made progress in healing the conflicts between the Catholics and the Protestants in England. Timeline Show students the Chapter 2 Timeline Card of the Spanish Armada. Read and discuss the caption. Review and discuss the Big Question: Why might the Catholics in England have chosen to be loyal to their Protestant queen, rather than support King Philip of Spain? Post the image of the Spanish Armada on the Timeline in the 1500s section; refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. 32 ENGLAND IN THE GOLDEN AGE

39 Check for Understanding 10 min Ask students to: Write a short answer to the Big Question: Why might the Catholics in England have chosen to be loyal to their Protestant queen, rather than support King Philip of Spain? Key points students should cite include: Elizabeth I did not persecute Catholics; she combined both Catholic and Protestant practices in the new Protestant Church of England that she developed; English Catholics may have been fearful of rule by a foreign king, even though he was Catholic. Choose one of the Core Vocabulary words (galleon, nobleman, ambassador, dub, resin, or current), and write a sentence using the word. To wrap up the lesson, ask several students to share their responses. CHAPTER 2 BRITANNIA RULES THE WAVES 33

40 CHAPTER 3 The Civil War The Big Question: Why did Parliament distrust Charles I and his wife Henrietta? Primary Focus Objectives Describe who the Separatists and Puritans were and their different approaches to resolving their unhappiness with the Church of England. (RI.5.3) Summarize the events involving Charles I, his subjects in Scotland, and the English Parliament that led to the English Civil War. (RI.5.2) Identify and describe who the Cavaliers and Roundheads were. (RI.5.2) Understand the meaning of the following domain-specific vocabulary: alliance, official, civil war; and of the phrases divine right of kings and country estate. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About the English Civil War : Materials Needed Activity Pages Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1) Display and individual student copies of World Map (AP 1.2) AP 1.1 AP 1.2 Core Vocabulary (Student Reader page numbers listed below) divine right of kings, (phrase) the belief that kings and queens have a God-given right to rule and that rebellion against them is a sin (22) Example: Many of Europe s kings believed in the divine right of kings and refused to share their power with their subjects. alliance, n. an agreement between nations in which they work together toward a common goal or fight on the same side in a war (25) Example: Marriage between royalty from two different countries was one way to create an alliance between those countries. Variation: alliances 34 ENGLAND IN THE GOLDEN AGE

41 official, n. a person who carries out a government duty (27) Example: As an election official, it was Jose s job to make sure voters obeyed election laws. Variation: officials civil war, n. a war between people who live in the same country (28) Example: The English Civil War lasted for four years. Variation: civil wars country estate, (phrase) a large home located on a large piece of land in the countryside (28) Example: During her travels across England, Elizabeth I often stayed at her nobles country estates. Variation: country estates The Core Lesson 35 min Introduce The Civil War 5 min Read aloud the title of this lesson and define the term civil war. (a war between people who live in the same country) Explain that countries and their leaders face two different kinds of conflicts: external conflicts (conflicts with parties outside the country) and internal conflicts (conflicts between parties within the country). The Spanish Armada, which students read about in the previous chapter, was an example of an external threat and drew the people of England together. What happens, however, when people are divided by an internal disagreement? Tell students that they will be learning more about what happened in England when it was faced with internal disagreements. Have students consider the Big Question and look for details about Parliament and Charles I as they read. Guided Reading Supports for The Civil War 30 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. After Elizabeth, Page 22 Scaffold understanding as follows: Activity Page AP 1.1 Read aloud After Elizabeth on page 22. SUPPORT Display the Tudor and Stuart Family Tree (AP 1.1), and have volunteers locate Elizabeth I and James VI of Scotland. Guide students to understand the family relationship between the two monarchs. (They were cousins.) CHAPTER 3 THE CIVIL WAR 35

42 After you read the text, ask the following questions: Chapter 3 The Civil War After Elizabeth Queen Elizabeth I The Big Question lived to be nearly seventy years old. Why did Parliament That was a long life for someone in distrust Charles I and the 1500s and for someone whom his wife Henrietta? so many people had wanted to kill! The legend is that as she lay dying, she whispered to the archbishop of Canterbury the name of her successor to the throne. Whom do you think she named the next ruler? She named her closest relative, James Stuart, the son of her great enemy, Mary Queen of Scots. Unlike his mother, however, King James VI of Scotland was a Protestant. In England he was called James I. King James I James I believed he ruled by the divine right of kings. Like Elizabeth I, King James I wanted to keep Protestants and Catholics at peace with each other. He held a conference in 1604, shortly after he was crowned, to try to bring the two groups together. The only thing they 22 Page 22 Vocabulary divine right of kings, (phrase), the belief that kings and queens have a Godgiven right to rule and that rebellion against them is a sin LITERAL Whom did Elizabeth I name as her successor as she was dying? She named King James VI of Scotland, who in England was called James I. INFERENTIAL Why might that have been a surprise to many people? He was the son of her old enemy, Mary Queen of Scots. King James I, Pages Scaffold understanding as follows: CORE VOCABULARY Preview with students the meaning of the phrase divine right of kings. Invite volunteers to read aloud King James I on pages Page 23 James I became king of England and Scotland after Elizabeth I s death. agreed on, however, was that a new translation of the Bible was needed. James ordered a new translation. The result was the King James Version, also known as the King James Bible. It became one of the most widely read and quoted books in English. In 1607, a group of English colonists settled in Virginia and named their colony Jamestown, after King James I. The Jamestown settlers endured many hardships. They finally succeeded in establishing the first permanent English colony in North America. Around this same time, two groups of Protestants in England were unhappy with the Church of England. One group, called the Separatists, wanted to separate entirely from the Church of England. The other group decided they wanted to worship in a simpler way that they felt was truer to the faith of the Bible. They were called Puritans because they wanted to purify the Church of England. In 1620 a group of 103 Separatists sailed to North America to create a colony. They settled in Plymouth, Massachusetts. We remember them today as the Pilgrims. In 1630, English Puritans, the people who wanted to change or purify the Church of England, settled in what is now Boston, Massachusetts. They built towns throughout New England. They generally lived in plain and simple ways. Puritans frowned on such pastimes as dancing and gambling. They also did not wear fancy clothes or jewelry. When King James I died in 1625, his son, Charles I, took the throne. Page SUPPORT Review the differences between the Separatists (who became known as the Pilgrims when they settled in Plymouth, Massachusetts) and the Puritans. Point out the relationship between the words purify and Puritan as a way of helping students remember these differences. After the volunteers read the text, ask the following questions: LITERAL What was the King James Bible? It was the new translation of the Bible ordered by King James I. EVALUATIVE How were the two groups of English colonists who settled in what is now New England different? The Separatists wanted to separate from the Church of England, and they became known as Pilgrims. The Puritans wanted to purify or change the Church of England, and they lived daily life in plain and simple ways. Trouble All Around, Pages Scaffold understanding as follows: Activity Page AP 1.1 SUPPORT Display the Tudor and Stuart Family Tree (AP 1.1) and have volunteers locate James I of England (James VI of Scotland) and Charles I. Guide students to understand the family relationship between the two monarchs. (They were father and son.) CORE VOCABULARY Preview the meaning of the vocabulary word alliance. 36 ENGLAND IN THE GOLDEN AGE

43 Have students read Trouble All Around on pages silently. The English Separatists who settled in Plymouth, Massachusetts, became known as Pilgrims. Trouble All Around Charles I was a weak, sickly child. He did not walk until he was seven years old. Like his father, James I, and Queen Elizabeth I before him, he believed that he had been chosen by God to rule. Unlike Elizabeth, however, Charles did not understand that he needed the support of his people to stay on the throne. Charles I was devoted to the Church of England. But he chose Henrietta Maria, the Catholic daughter of Vocabulary the king of France, as his wife. As monarchs alliance, n. an did back then, Charles married to form an agreement between alliance with another powerful country. nations in which they work together The idea was that, if the king married a toward a common French princess, the two countries would be goal or fight on the same side in a war less likely to go to war against each other. 25 Page 25 Charles I married France s Princess Henrietta. Because Henrietta was Catholic, her presence created conflict in England. The French Catholic princess brought a large group of priests and other French Catholics to wait on her. When some members of the English government found out, they were furious. Within a year, King Charles was forced to send a bishop, 29 priests, and 410 of the queen s attendants back to France. The king or queen of England was the head of the Church of England, unlike the Catholic Church whose head was the pope. The Church of England, however, still kept many of the rituals of the Catholic Church in its church services. As we have seen, some Protestants, such as the Separatists and Puritans, did not like this. By now the Puritans had become a more powerful group. In fact, many of the men in the English Parliament were Puritans or agreed Page SUPPORT After students read the text, draw students attention to the end of the section and the word Presbyterians. Remind students that they learned about the Presbyterian Church in their study of the Reformation. While Presbyterians were Protestant, they did not share the beliefs of the Church of England. Instead, the Presbyterians were Calvinists they followed the ideas of John Calvin which gave them more in common with England s Puritans. Then ask the following questions: LITERAL What did Charles I fail to understand that Elizabeth I understood so well? The ruler of England needed the support of the people to stay on the throne. LITERAL Why did Charles I marry Henrietta Maria? He married her to form an alliance with France, the country ruled by her father. LITERAL How did Charles s marriage create problems in the English government? Members of England s government were angered by the number of priests and other Catholics that Charles s wife brought with her to England. INFERENTIAL What was the significance of Parliament having more Puritans or men who agreed with Puritan ideas? The Puritans, once having had little power, now had become a powerful group. A Prayer Book and a Civil War, Page 27 Scaffold understanding as follows: Ask students to read A Prayer Book and a Civil War on page 27 with a partner, referring to the vocabulary box with the meaning of the word official if needed. Activity Page AP 1.2 SUPPORT After students read the text, display the World Map (AP 1.2). Have students locate England and Scotland. Point out the location of London on the inset map and the region of northern England. Note that when Charles I fled, he positioned himself between two enemies: Scotland to his north and Parliament in London to his south. CHAPTER 3 THE CIVIL WAR 37

44 with Puritan ideas. In Scotland, which was also part of Charles s kingdom, Protestants who wanted to remove Catholic influences from the Church of England were called Presbyterians. Puritans and Presbyterians were suspicious of Charles, his Catholic wife, and their love of religious rituals and symbols. A Prayer Book and a Civil War Worried about the growing power of the Puritans, King Charles ordered Presbyterians in Scotland to start using a prayer book based on the one used in the Church of England. His order angered some people, and riots broke out. When Charles refused to take back his order, a Scottish army marched into England. The English Parliament distrusted King Charles so much that it had not given him money for an army for many years. The army that he sent to fight the Scots in 1639 was unpaid and poorly equipped. The English soldiers ran away from the enemy. Charles asked members of Parliament again for money. Because he was so unpopular, they responded by having two of his most important officials arrested. Charles then marched to Parliament Vocabulary with three hundred soldiers to arrest the official, n. a person ringleaders of what had become a rebellion. who carries out a government duty The men he was looking for had escaped. I see the birds have flown, said Charles, and it was clear now that he had few, if any, supporters in Parliament. London was in an uproar. King Charles realized that it was not safe for him to stay in the capital city. In 1642 he escaped to northern England to raise an Page 27 army to fight his own Parliament. 27 Then ask the following questions: LITERAL What happened when Charles I ordered Presbyterians in Scotland to use the prayer book like the one used in the Church of England? A Scottish army marched into England. LITERAL Why did Charles flee London? He realized he had few supporters in Parliament and it was not safe for him to stay in London. INFERENTIAL What effect do you think Parliament s refusal to give money to Charles I had on his power as king? It weakened the king s power. Roundheads and Cavaliers, Pages Roundheads and Cavaliers Like most civil wars, this one was painful Vocabulary and confusing. Families were divided, with civil war, n. a war some members supporting the king and between people others supporting Parliament. Some were who live in the same country loyal to the king even though they thought country estate, he was at fault. (phrase), a large home located on a In general, nobles who had country large piece of land in estates supported the king. Many the countryside of the people who worked on these estates supported the king as well, either out of loyalty to their landowners or because they were afraid to take another position. The Royalists, those who supported the king, were also called Cavaliers. The word comes from the Spanish world caballero, which means horseman or cavalry. Cavaliers were given that name A Cavalier (left) and a Roundhead (right) Page by those who opposed them. Those people shouted cavalier at the well-dressed, aggressive young nobles who strutted in the streets of London. Today we might describe someone who seems arrogant and thoughtless as cavalier. Most people who lived in London and other large towns supported Parliament. These people were known as Roundheads because they favored the short, simple haircuts of Puritans. Soldiers on both sides lived in crowded, dirty conditions that allowed the spread of deadly diseases. These diseases sometimes spread to nearby towns and killed people who were not even fighting in the war. Soldiers also demanded taxes, food, and livestock from the villages that they marched through on their way to battle. All in all, the war brought suffering to everyone, even those who tried to stay out of it. By the end, about one in five people in England had been killed by the war or the diseases it brought. Scaffold understanding as follows: Read aloud Roundheads and Cavaliers on pages CORE VOCABULARY Review with students the meaning of the terms civil war and country estate as they are encountered After you read the text aloud, ask the following questions: LITERAL Who were the Cavaliers? Who were the Roundheads? The Cavaliers were Royalists or supporters of King Charles. The Roundheads were those who supported Parliament. LITERAL How did the English Civil War worsen the daily lives of the people of England? Soldiers lived in crowded, dirty conditions. Diseases often started with the soldiers and then spread to nearby towns. Soldiers also demanded taxes, food, and livestock from English villagers. Page Timeline Show students the four Chapter 3 Timeline Image Cards. Read and discuss the captions, making particular note of any dates. Review and discuss the Big Question: Why did Parliament distrust Charles I and his wife Henrietta? 38 ENGLAND IN THE GOLDEN AGE

45 Post the four images to the Timeline in the 1600s section. Refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. Check for Understanding 10 min Additional Activities Ask students to: Write a short answer to the Big Question: Why did Parliament distrust Charles I and his wife Henrietta? Key points students should cite include: Henrietta was a Catholic and brought a large group of priests and French Catholics to wait on her; many Puritans were members of the English Parliament, and Puritans distrusted Catholics. Choose one of the Core Vocabulary words (alliance, official, or civil war) or phrases ( divine right of kings or country estate ), and write a sentence using the word or phrase. To wrap up the lesson, ask several students to share their responses. Domain Vocabulary: Chapters 1 3 (RI.5.4, L.5.6) 30 min Activity Page AP 3.1 Materials Needed: Sufficient copies of the Domain Vocabulary: Chapters 1 3 (AP 3.1) Distribute AP 3.1, Domain Vocabulary: Chapters 1 3, and direct students to match the definitions to the vocabulary terms they have learned in their reading about England in the Golden Age. This activity may be assigned for homework. CHAPTER 3 THE CIVIL WAR 39

46 CHAPTER 4 The Puritan Ruler The Big Question: Why might Oliver Cromwell have once earned the reputation of being a dictator? Primary Focus Objectives Describe how the Puritan Oliver Cromwell rose to power in England. (RI.5.2, RI.5.3) Explain what led to the execution of Charles I. (RI.5.2) Summarize Oliver Cromwell s rule as Lord Protector. (RI.5.2) Understand the meaning of the following domain-specific vocabulary: gentry, rank, treason, monarchy, republic, dissolve, dictator; and of the phrase public policy. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About Oliver Cromwell : Materials Needed Activity Page Display copy of Tudor and Stuart Family Tree (AP 1.1) AP 1.1 Core Vocabulary (Student Reader page numbers listed below) gentry, n. people who own land and have high social standing but no titles of nobility (30) Example: Oliver Cromwell s family was part of the English gentry. rank, n. a position in a group or organization (32) Example: As one of the debate club s best speakers, Jason held a high rank in the club. treason, n. the crime of being disloyal to one s own country (34) Example: In the 1600s, King Charles I was found guilty of treason and executed. 40 ENGLAND IN THE GOLDEN AGE

47 monarchy, n. a government led by a king or queen (36) Example:. After the death of Queen Elizabeth, England and Scotland shared a monarchy with King James I as its leader. republic, n. a government in which people elect representatives to rule for them (36) Example: The United States became a republic after the American Revolutionary War. public policy, (phrase) laws or rules, both written and unwritten, that govern society (36) Example: After the English Civil War, Cromwell enacted strict public policies based on Puritan beliefs. Variation: public policies dissolve, v. to end something, such as an organization (37) Example: The students at school voted to dissolve the rowing club. Variation: dissolves, dissolved dictator, n. a ruler who has total control over the country (37) Example: Because Oliver Cromwell held so much power and ruled so strictly, many historians think he was a dictator. The Core Lesson 35 min Introduce The Puritan Ruler 5 min Explain to students that in this lesson they will be reading about the outcome of the English Civil War and the direction England took in the years that followed the war. Direct students to the Big Question: Why might Oliver Cromwell have once earned the reputation of being a dictator? Tell students to note all of Cromwell s actions as ruler of England. Guided Reading Supports for The Puritan Ruler 30 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. The End of the War and Young Oliver Cromwell, Pages Scaffold understanding as follows: Read aloud The End of the War and the first paragraph of Young Oliver Cromwell on page 30. CHAPTER 4 THE PURITAN RULER 41

48 Chapter 4 The Puritan Ruler The End of the War The English The Big Question Civil War dragged on for four years. Why might Oliver One reason it lasted so long was that Cromwell have once neither side really knew what it was earned the reputation of being a dictator? doing. In those days, England had no standing army that is, it had no permanent troops ready to go to war at a moment s notice. Most of the men fighting on both sides were poorly trained. The few professional soldiers in the country fought on the side of the king. Even the commanders had very little experience on the battlefield. Yet there was one commander on Parliament s side who had a talent for leadership. That man was Oliver Cromwell. Young Oliver Cromwell Oliver Cromwell was born four years before the death of Queen Elizabeth I. His family belonged to the class of people called the gentry. Members of the gentry were a level lower than nobles on the social ladder. Page Vocabulary gentry, n. people who own land and have high social standing but no titles of nobility CORE VOCABULARY Review with students the meaning of the word gentry as it is encountered. Explain that the gentry were similar to a middle class. They had land and some social status, which put them above commoners on the social ladder, but they lacked the high status and titles of the nobility. Invite a volunteer to read aloud the last two paragraphs of Young Oliver Cromwell on page 32. After the volunteer reads the text, ask the following questions: INFERENTIAL How did the fact that the soldiers on both sides were poorly trained affect the outcome of the English Civil War? Possible responses: The war dragged on for four years; the fact that soldiers and even commanders had so little experience may have made Cromwell stand out even more. LITERAL How did Cromwell s family get their land? Henry VIII had rewarded a Cromwell family ancestor with a large land grant for being his adviser. Page 31 Oliver Cromwell commanded Parliament s troops during the English Civil War. 31 Cromwell in the Civil War, Pages One of Cromwell s ancestors had been a high-ranking advisor to King Henry VIII, Queen Elizabeth s father. When Henry broke away from the Catholic Church, he took land away from the monasteries in England and gave it to his friends. Cromwell s family received a large grant of land at that time. Although Cromwell grew up in a Puritan family, it was not until he was nearly thirty that he became deeply religious. After suffering from a series of mysterious illnesses, he had a religious experience and dedicated himself to serving God. Cromwell in the Civil War Cromwell was not happy under the rule of Charles I. He did not approve of Charles s sympathy for Catholics. Also, Cromwell was a member of Parliament, which had its own troubles with the king. When the English Civil War began in 1642, Cromwell pulled together a troop of soldiers and led them to fight against Charles I. As their captain, Cromwell demanded of his men the same qualities he demanded of himself: selfless dedication and strict discipline. His troops won battle after battle, and Cromwell rose in rank. He began to build up Parliament s armies, trying to accept only religious men to serve as soldiers. He thought that belief in God would give them a reason to fight. He did not allow swearing or drunkenness among his troops. Vocabulary He promoted officers according to their rank, n. a position performance, not their background in a group or organization or privilege. Page Scaffold understanding as follows: CORE VOCABULARY Preview with students the meaning of the vocabulary word rank. Then ask students to read the section Cromwell in the Civil War on pages quietly or with a partner. After students read the text, ask the following questions: LITERAL How did Cromwell rise in rank in the civil war? He was good at organizing and leading the fighting troops, and his soldiers won battles. EVALUATIVE How did Cromwell s leadership reflect his Puritan beliefs and values? Possible responses: He exercised strict discipline. He did not allow swearing or drunkenness among his men. Page 33 Cromwell led Parliament s army to victory in the English Civil War. His troops, nicknamed Ironsides, never lost a battle ENGLAND IN THE GOLDEN AGE

49 Treason!, Pages Parliament used many of Cromwell s ideas to create England s first national army, known as the New Model Army. Before this, quite often different armies had been loyal to individual noblemen, not to the country as a whole. In 1646, the king s Royalist forces surrendered to the New Model Army. Parliament had won the war. However, once Parliament no longer had to fight the king, many disagreements broke out among its members. Now what would Parliament do? Treason! Charles I believed that God meant for him to rule. The fact that the Cavaliers had lost to the Roundheads was not important to him. Charles tried to use the disagreements among the members of Parliament, the New Model Army, and the Scots to regain power for himself. He made a secret deal with the Scots, promising to share power with them if he could regain the throne. A second, shorter civil war soon began. Cromwell once again defeated the king and his supporters. After the short, second civil war, Cromwell and other leaders of the army decided to put Charles I on trial for treason. This was a shocking idea. That a king, chosen by God to rule a country, could betray that country and be tried for treason was not acceptable to many. Members of Parliament, even those who had supported the civil wars, objected. The army, however, was stronger Vocabulary than Parliament. Soldiers stood outside the treason, n. the crime courtroom, stopping members of Parliament of being disloyal to one s own country who opposed the trial from entering. Page King Charles I was tried for treason and convicted. He was sentenced to death. The trial of Charles I lasted five days. At the end, Charles was condemned as a Tyrant, Traitor, Murderer, and Public Enemy, to be put to death.... The Ax Falls The execution of Charles took place on a cold day at the end of January Thousands of people came to see the shocking sight of a king executed by his own people. In 1649, it probably seemed unbelievable to them that such a thing could happen. Charles put on two shirts so that he would not shiver and cause people to think that he was afraid to die. Even in the face of death, however, he did not change his views. He declared again that the Page 35 common people should not share in government but be ruled 35 Scaffold understanding as follows: CORE VOCABULARY Point out the word treason in the section title and explain its meaning. Note: Students in Core Knowledge schools may recall the word treason from their reading about Benedict Arnold and the American Revolution in Grade 4. Have students read the section with a partner. SUPPORT Direct students attention to the first sentence of the section, Charles I believed that God meant for him to rule. Ask students what name is given to that belief. (divine right of kings) After students read the text, ask the following questions: LITERAL What did Charles I promise the Scots in return for their support? He made a secret deal that he would share power with them if he regained the throne. LITERAL Why was putting Charles I on trial for treason shocking to many English people? Many people believed in the divine right of kings. They could not accept that a king chosen by God to rule a country could betray that country and be tried for treason. LITERAL What was the verdict of the king s trial? He was found guilty. INFERENTIAL What can you conclude from the fact that Cromwell s army prevented men opposed to the king s trial from attending the trial? Possible response: Cromwell was determined that the king be found guilty; Cromwell had risen to great power. The Ax Falls, Pages Scaffold understanding as follows: Read aloud The Ax Falls on pages SUPPORT Remind students that never before had a European king or queen been tried and executed by his or her own people. That, in part, is why Charles I s conviction and execution were so shocking to many people. CHAPTER 4 THE PURITAN RULER 43

50 After you read the text, ask the following question: LITERAL Why did Charles wear two shirts to his execution? It was a cold January day, and he did not want to shiver and cause the crowd to think he was afraid to die. Lord Protector, Pages from above by their king. According to Charles, God chose kings. As the king was executed, one person watching said, There was such a groan by the thousands then present, as I have never heard before, and desire I may never hear again. Lord Protector Parliament wanted Cromwell to become the king, but he refused. If he had accepted, the army probably would have turned against him. Instead of continuing as a monarchy, England, Scotland, Wales, and Ireland essentially became a republic. The army made Cromwell the head of Vocabulary the nation. His title was Lord Protector. monarchy, n. a Although he was not a king, he governed government led by a like one. His new government passed laws king or queen that reflected Puritan views. These laws republic, n. a dictated what people could or could not government in which people elect do on Sundays. There were also harsher representatives to punishments for swearing, gambling, and rule for them drunkenness. These laws, however, were public policy, (phrase) laws or not strictly enforced. rules, both written and unwritten, that In his personal life, Cromwell was not as govern society strict as he was in his public policies, nor was he as strict as many of his followers. Cromwell did however impose very harsh policies against Catholics in Ireland. Thousands of men, women, and children died at the hands of his soldiers. Cromwell took away land from Irish Catholics and gave it to Page English landowners. But in England, Catholics and followers of other faiths had a greater degree of religious freedom. Throughout his five years as head of the Vocabulary country, he experimented with different dissolve, v. to end forms of government, trying to find one something, such as that worked. He got rid of one Parliament an organization and then, two years later, he created a new dictator, n. a ruler one, which he later dissolved. At one point, who has total control over the country he appointed eleven major generals to manage different areas of England. None of the methods that Cromwell tried worked very well. Today, though, historians believe that his willingness to try different things helped move England toward a more democratic system. For about two hundred years after he died, however, history remembered him largely as the man who killed a king and ruled as a dictator. Page Scaffold understanding as follows: Ask student volunteers to read aloud the section Lord Protector on pages CORE VOCABULARY Pause to explain the meaning of the terms and phrase monarchy, republic, public policy, dissolve, and dictator. Note: Students in Core Knowledge schools may recall the terms republic and dictator from their Grade 3 study of Ancient Rome. SUPPORT Review the differences between a monarchy and a republic. Students might recall studying the Roman Republic. While they have studied about many kings and queens, the term monarchy may be new to them. Use the term monarchy in reference to kings and queens they have already studied. When King Ferdinand and Queen Isabella ruled Spain, the type of government was known as a monarchy. After students read the text, ask the following questions: LITERAL How did Cromwell become Lord Protector? The army made him head of the country after he refused to become king. EVALUATIVE Why might Cromwell s rule have been considered harsh? He implemented strict laws based on Puritan beliefs. He imposed harsh, often violent, policies on Catholics in Ireland. LITERAL For about two hundred years after his death, how was Cromwell remembered? How is he remembered by historians today? He was remembered as the man who executed a king and ruled as a dictator. Today, historians believe Cromwell helped England move toward a more democratic system. LITERAL How did Cromwell help move England toward a more democratic government? He tried different forms of government. 44 ENGLAND IN THE GOLDEN AGE

51 Timeline Show students the three Chapter 4 Timeline Image Cards. Read and discuss the captions, making particular note of any dates. Review and discuss the Big Question: Why might Oliver Cromwell have once earned the reputation of being a dictator? Post the images to the Timeline in the 1600s section. Refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. Check for Understanding 10 min Ask students to: Write a short answer to the Big Question: Why might Oliver Cromwell have once earned the reputation of being a dictator? Key points students should cite include: he organized the trial and execution of King Charles I; he was harsh to Catholics in Ireland; he dissolved Parliament. Choose one of the Core Vocabulary words (gentry, rank, treason, monarchy, republic, dissolve, or dictator) or the phrase public policy, and write a sentence using the word or phrase. To wrap up the lesson, ask several students to share their responses. CHAPTER 4 THE PURITAN RULER 45

52 CHAPTER 5 Merry Monarch and Brother The Big Question: Why did many people not want James II to be king? Primary Focus Objectives Summarize the events that led to the Restoration. (RI.5.2) Explain the increased power of Parliament. (RI.5.1) Understand the meaning of the following domain-specific vocabulary: fugitive, Restoration, compromise, disband, convert, and bubonic plague. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About the Restoration : Materials Needed Activity Pages Display and individual student copies of the Tudor and Stuart Family Tree (AP 1.1) Display and individual student copies of the World Map (AP 1.2) AP 1.1 AP 1.2 Core Vocabulary (Student Reader page numbers listed below) fugitive, n. a person who runs away or hides to avoid capture (40) Example: When he was little more than a teenager, Charles II, the son of Charles I, was a fugitive from Parliament. Variation: fugitives 46 ENGLAND IN THE GOLDEN AGE

53 Restoration, n. the historical period during which the monarchy was reestablished (41) Example: Tired of the army s strict rule, many people hoped that the Restoration would bring peace to England. compromise, n. when each side in a dispute gives up some of its demands to reach an agreement (41) Example: The two arguing brothers reached a compromise over which TV programs they would watch. disband, v. to end a group or organization; dissolve (41) Example: Because it had so few members, the chess club decided to disband. Variations: disbands, disbanded convert, v. to change from one belief or religion to another (43) Example: He was raised as a Protestant, but as an adult, James decided to convert to Catholicism. Variations: converts, converted, converting bubonic plague, n. a deadly disease spread by fleas on infected rodents (44) Example: The bubonic plague killed hundreds of thousands of Europeans. The Core Lesson 35 min Introduce Merry Monarch and Brother 5 min Ask students to recall the public policies of Cromwell s Puritan government. (Possible answers: strict keeping of the Sabbath; harsh punishments for swearing, gambling, and drinking) Remind students that even though Cromwell did not strictly enforce these laws, people were still largely expected to obey them. Tell students that in this chapter they will read about what happened in England when people became tired of these strict laws. Call their attention to the Big Question: Why did many people not want James II to be king? Encourage students to look for how the old religious conflict in England continued following Oliver Cromwell s death. Guided Reading Supports for Merry Monarch and Brother 30 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. CHAPTER 5 MERRY MONARCH AND BROTHER 47

54 The Fugitive King, Pages Scaffold understanding as follows: Chapter 5 Merry Monarch and Brother The Fugitive King Although The Big Question the Parliamentarians, led by Why did many people Oliver Cromwell, had executed not want James II to King Charles I, they had not killed be king? his son, Charles II. The people of Scotland were unhappy that the English had killed Charles I, who was their king, too. They proclaimed Charles II their new king. In 1650, the year after the execution of his father, Charles II led an army of Scots against Cromwell. As usual, Cromwell was victorious. Young Charles, little more than a teenager then, was suddenly on the run from Cromwell s army. The Parliamentarians offered a large amount of money for the capture of a tall young man two yards high, with hair deep brown to black. For six weeks, Charles hid in villages and forests until he could arrange for a ship to take him to France. In a short span of time, his life greatly changed from that of the son of a king to that Page Activity Page AP 1.2 Read the title The Fugitive King aloud, and explain the meaning of the word fugitive. Then ask student volunteers to read aloud The Fugitive King on pages SUPPORT The text describes Charles II as a tall young man two yards high, with hair deep brown to black. Have students examine the portrait of Charles II on page 39. Does it match the description? (No. In the portrait, he has white hair instead of dark hair.) Explain that during this time period, it was the fashion for men to wear white, or powdered, wigs. Therefore, Charles II is likely wearing a wig in his portrait. If you look at his eyebrows, you can see they are dark, as his natural hair was. SUPPORT Display the World Map (AP 1.2) and have students locate France. Tell students that by this time France was the most powerful Catholic country in Europe. Remind students that Charles I had married a French princess. That is why Charles II fled there. After students read the text, ask the following question: LITERAL Why did Charles II become a fugitive? With the Scots, he fought against Cromwell and his government. Page 39 After his father was executed, Charles II tried to fight Cromwell s army and ended up fleeing to France. 39 The End of Sword Rule Page 40 of a fugitive hiding in the woods. Many Vocabulary people must have seen him and known who fugitive, n. a person he was, yet no one turned him in. who runs away or hides to avoid Charles escaped to France and then, for capture the next eight years, he wandered around Europe. He had no money and few friends. Cromwell turned the governments of France and Holland against him. The End of Sword Rule People called the military government of Oliver Cromwell sword rule. Remember, Cromwell had made the English army stronger than it had ever been. That had allowed the Parliamentarians to defeat the forces of Charles I and the Scots who fought for Charles II. Once the wars were over, however, the army was still strong. The army practically controlled the government, and the English people did not like that. When Cromwell died in 1658, his son Richard took over, but he was not a strong leader. England seemed to be falling apart. Many in England wanted to return to a government with a king and a Parliament. In 1660, the English Parliament invited Charles II back to England to be king. The Merry Monarch Charles II returned to England on May 29, It was a day of great excitement and rejoicing. People were tired of the strict Puritan laws and the high taxes collected by the army. The return of a monarch was called the Restoration. Page Scaffold understanding as follows: Invite a volunteer to read aloud the section The End of Sword Rule. After the volunteer reads the text, ask the following questions: LITERAL Why did the English people call Cromwell s government sword rule? Cromwell s army practically controlled the government. LITERAL Why did Parliament invite Charles II back to rule England as king? Cromwell s successor, his son Richard, was not a strong leader, and many English people wanted to return to a government of a king and Parliament. 48 ENGLAND IN THE GOLDEN AGE

55 The Merry Monarch, Pages The excitement over the return of Charles II Vocabulary and the hopes for a stable government led Restoration, n. the people to regard Charles as a hero for his historical period years in hiding. Paintings and tapestries during which the monarchy was showed him hiding behind oak trees to reestablished escape from Cromwell s soldiers. compromise, n. when each side Charles, unlike his father, understood that in a dispute gives he needed the support of Parliament and up some of its demands to reach of his people to stay on the throne. He said an agreement that he had no wish to go on his travels disband, v. to again. He supported Parliament as it end a group or reestablished the Church of England. Many an organization; dissolve people in England now saw the Church of England as a good compromise between what most still viewed as the dangers of the Catholic Church and the strictness of the Puritans. Parliament also disbanded the army. Page 41 The monarchy was restored, and Charles II was welcomed back as king. Charles II was called the Merry Monarch because he liked to have fun. Charles was certainly no Puritan. He was known as the Merry Monarch because he loved the kind of pleasures that many Puritans had tried to outlaw during the rule of Cromwell. He liked to gamble and to go to horse races. He also enjoyed attending the theater. Under Charles II, for the first time in England women could appear on the stage as actors. Before that, men and boys played all the women s parts. Charles was known as fun-loving, but many considered him lazy, too! Parliament Has the Upper Hand The nation had a king again, but there was no doubt about how the king had arrived. Parliament had invited the king back, and Parliament did not give up all its power when Charles arrived. Page Scaffold understanding as follows: SUPPORT Point out the word merry in the section title. Explain that merry can mean happy, as in Merry Christmas, but it can also mean lively, or full of life. Encourage students to look for ways that Charles II was full of life. Read aloud The Merry Monarch on pages CORE VOCABULARY Review the words Restoration, compromise, and disband and their meanings as they are encountered. Discuss with students what system of government was restored in the Restoration. After you read the text, ask the following questions: LITERAL How did English people greet the return of Charles II in the Restoration? Many considered Charles a hero and had high hopes for a stable government during his reign. EVALUATIVE Why did people call Charles II the Merry Monarch? He was considered a fun-loving king and liked gambling, horse racing, and the theater. Parliament Has the Upper Hand, Pages Charles would have been happy to allow religious tolerance everywhere. Many people believed that he was a Catholic at heart. In fact, he converted to the Catholic religion on his deathbed. During Vocabulary his reign, however, Charles knew that if he convert, v. to change from one admitted that he was Catholic, he would belief or religion to lose his throne. another Charles would have liked to let the English people practice any religion they wished. Parliament, however, was now suspicious of both Catholics and Puritans. Parliament restored the Church of England and made it stronger than ever. Puritans lost their jobs, and their worship services were forbidden. Instead, Puritans, Quakers, and other Protestants who did not belong to the Church of England were called Dissenters. Some of them went to colonies in North America to escape persecution. Plague, Fire, and Trouble The laziness of Charles made many people anxious. In some ways, the country seemed to still be falling apart. The kingdom was running out of money. Rivalry over trade routes led to several small wars with Holland. Then, Dutch ships sailed into an English harbor, sank five English ships, and towed a battleship back to Holland. People ridiculed Charles for not paying enough attention to running his kingdom. Page Scaffold understanding as follows: Invite volunteers to read aloud Parliament Has the Upper Hand on pages CORE VOCABULARY Review with students the meaning of the word convert as it is encountered. Note: Students may recall the word convert from the previous unit about the Reformation. After volunteers read the text, ask the following questions: LITERAL Did Parliament give up its power when Charles II was restored to the throne? No, Parliament did not give up all of its power. LITERAL During the Restoration and the reign of Charles II, did Parliament tolerate other religions? No. Parliament at that time was suspicious of Puritans and Catholics. CHAPTER 5 MERRY MONARCH AND BROTHER 49

56 LITERAL What groups were considered Dissenters? Puritans, Quakers, and other Protestants who were not members of the Church of England were considered Dissenters. Plague, Fire, and Trouble, Pages During Charles II s rule, two other setbacks occurred. They were not Charles s fault, but they cast a shadow on his reign. One event was an outbreak of the bubonic plague. Vocabulary Officials recorded almost one hundred bubonic plague, thousand deaths from the plague in n. a deadly disease London alone in spread by fleas on infected rodents The other unfortunate event happened the following year. A baker s oven in a crowded section of London started a fire that burned out of control for four days. The Fire of London destroyed some thirteen thousand houses as well as many important churches. After the fire, about one hundred thousand people were homeless. The king also faced a problem all too familiar to the English monarchy. Charles II and his queen had no children. The next in line for the throne was James, the brother of Charles. James was a Catholic. The Great Fire of London raged out of control until Charles II ordered all buildings in its path to be blown up. Page Activity Page AP 1.1 Scaffold understanding as follows: Ask students to read Plague, Fire, and Trouble on pages to themselves or with a partner, encouraging them to refer to the vocabulary box for the term bubonic plague if needed. Note: Students in Core Knowledge schools might recall the plague from their study of Medieval Europe in Grade 4. LITERAL What two catastrophic events happened during the reign of Charles II? An outbreak of bubonic plague and the great London fire occurred. The plague killed hundreds of thousands of people, and the London fire left thousands homeless. LITERAL What additional problem did Charles II face? He and his wife, the queen, had no children. SUPPORT Display the Tudor and Stuart Family Tree (AP 1.1), and have students locate Charles II and James II. Explain that usually, when a king dies, the throne passes to one of his children. In this case, the throne passed to the king s brother. Why? (Charles II had no children. His brother James was his closest surviving relative.) James II, Page 45 James II In 1685, Charles II died and James became King James II. Although James and Charles had been raised in the Church of England, their mother, Henrietta, had influenced them. Charles II converted to Catholicism on his deathbed. James converted to Catholicism when he was about thirty-five. James first married a Protestant Englishwoman. They raised their children as Protestants in the Church of England. After his first wife died, however, James married a Catholic princess from Italy. Although it had been more than a hundred years since a Catholic monarch had ruled England, many English Protestants still feared that a Catholic ruler would persecute Protestants. The English people were afraid of their Catholic ruler, James II. When the Catholic wife of James became pregnant, people became even more worried. If their unborn child was a boy, a long line of Catholic rulers might begin. Many powerful people in England decided that it was time to rid themselves of this king. To achieve this, seven important leaders in Parliament, known to later admirers as the Immortal Seven, decided to call in some help from the outside. Page Scaffold understanding as follows: Invite volunteers to take turns reading aloud the section James II on page 45. After volunteers read the text, ask the following questions: LITERAL Why were people in England concerned about having James II on the throne? James II was Catholic, and Protestants feared he would persecute them. Their fears grew when his Catholic wife became pregnant. EVALUATIVE Which previous Catholic English ruler do you think may have contributed to the English people s fear about a Catholic ruler? Students might name Mary Tudor, who earned the nickname Bloody Mary for her persecution of Protestants. 50 ENGLAND IN THE GOLDEN AGE

57 LITERAL Who were the Immortal Seven? They were seven important leaders in Parliament. Timeline Show students the two Chapter 5 Timeline Image Cards. Read and discuss the captions, making particular note of any dates. Review and discuss the Big Question: Why did many people not want James II to be king? Post the two Timeline Image Cards in the 1600s section; refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. Check for Understanding 10 min Additional Activities Ask students to: Write a short answer to the Big Question: Why did many people not want James II to be king? Key points students should cite include: James II had converted to Catholicism; after his first wife died (she was a Protestant, as were her children), he married an Italian Catholic princess. When she became pregnant, there was great concern over a line of Catholic monarchs being established. Choose one of the Core Vocabulary words (fugitive, Restoration, compromise, disband, convert, or bubonic plague), and write a sentence using the word. To wrap up the lesson, ask several students to share their responses. Domain Vocabulary: Chapters 4 5 (RI.5.4, L.5.6) 30 min Activity Page AP 5.1 Materials Needed: Sufficient copies of the Domain Vocabulary: Chapters 4 5 (AP 5.1) Distribute AP 5.1, Domain Vocabulary: Chapters 4 5, and direct students to match the definitions to the vocabulary terms they have learned in their reading of England in the Golden Age. Have them place the words in the correct crossword puzzle boxes. This activity may be assigned for homework. CHAPTER 5 MERRY MONARCH AND BROTHER 51

58 CHAPTER 6 The Glorious Revolution The Big Question: Why was a foreign ruler invited to invade England? Primary Focus Objectives Explain why Parliament invited William of Orange to England. (RI.5.2) Describe the Glorious Revolution. (RI.5.2) Summarize the key points of the English Bill of Rights. (RI.5.2) Understand the meaning of the following domain-specific vocabulary: English Channel, heir, bail, and petition. (RI.5.4) What Teachers Need to Know For background information, download the CKHG Online Resource About the Bill of Rights : Materials Needed Activity Pages Display and individual student copies of World Map (AP 1.2) Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1) AP 1.1 AP 1.2 Core Vocabulary (Student Reader page numbers listed below) English Channel, n. a body of water between southern England and northern France that connects the North Sea and the Atlantic Ocean (48) Example: The English Channel separates England from the mainland of Europe. heir, n. a person who will legally receive the property of someone who dies; the person who will become king or queen after the current king or queen dies or steps down (50) Example: Elizabeth I was recognized as heir to the throne many years after her father, Henry VIII, died. Variation: heirs 52 ENGLAND IN THE GOLDEN AGE

59 bail, n. money posted to free a prisoner until his or her trial begins (52) Example: In the English Bill of Rights, high bails are prohibited. petition, v. to ask a person, group, or organization for something, usually in writing (52) Example: The English Bill of Rights gives all English people the right to petition the king. Variation: petitions The Core Lesson 35 min Introduce The Glorious Revolution 5 min Ask students to recall what happened when important members of the English Parliament decided that they were unhappy with Charles I. (A civil war broke out that resulted in the execution of the king.) Remind students of the public reaction to the execution of King Charles I and the aftermath that involved Puritan rule and the New Model Army practically running the government. As students read in the previous chapter, Parliament was once again unhappy with a king: James II. Tell students that a clue to how Parliament handled the situation is in the Big Question: Why was a foreign ruler invited to invade England? Encourage students to look for the answer to this question as they read. Guided Reading Supports for The Glorious Revolution 30 min When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. William and Mary, Pages Scaffold understanding as follows: Read aloud William and Mary on page 46. Activity Page AP 1.1 SUPPORT Display the Tudor and Stuart Family Tree (AP 1.1), and have students find Mary, the older daughter of James II by his first wife. Remind students that James II had Protestant children by his first wife and Mary was one of these children. CHAPTER 6 THE GLORIOUS REVOLUTION 53

60 After you read the text, ask the following questions: Chapter 6 The Glorious Revolution William and Mary Before the birth The Big Question of James II s son, the next in line Why was a foreign for the throne had been James s ruler invited to invade older daughter, Mary. Mary was England? a Protestant; she was married to William of Orange, a hero to Protestants in Europe. William was a popular Dutch prince and the grandson of King Charles I. He was the major defender of Protestant Holland against the king of France. France had replaced Spain as the most powerful Catholic country in Europe. In the fall of 1688, the Immortal Seven, the seven important leaders of Parliament, sent an invitation to William. They invited him to bring an army to England. They told him that they would support him. This was a very unusual thing to do. These seven leaders of Parliament were inviting a foreign ruler to invade their country! Page LITERAL Who did Parliament invite to invade England? William of Orange INFERENTIAL Why do you think the Immortal Seven chose William of Orange to invite to England? Parliament, including the Immortal Seven, were Protestant, and William of Orange was a Protestant hero in Europe. He was also married to the daughter of the English king, James II. Page 47 William of Orange was married to James II s daughter, Mary. In 1688, leaders of Parliament invited William to invade England. 47 William s Motives, Pages William s Motives William of Orange was only too happy to accept this invitation. He wanted England s military power on his side. William feared that France was going to invade Holland. But William had two major problems. One was that England s Catholic king, James II, was an ally of France. The other problem was that if William sailed into England, France might take his absence from Holland as an opportunity to invade his country. By pure chance, two events happened that Vocabulary changed history and allowed William to English Channel, invade England. The first was that the king n. a body of water of France, King Louis XIV, decided to attack between southern England and a Protestant region of what is now Germany northern France that instead of Holland. The second was that connects the North Sea and the Atlantic the wind shifted. Normally at that time of Ocean year, the winds in the English Channel blew from west to east, making it difficult to sail from Holland to England. In 1688, however, a strong wind rose up that blew from the northeast. That was exactly the wind that William needed to invade England. Called the Protestant wind, it allowed William to bring his ships quickly across the channel to England. Once William landed on English soil, many landowners and members of Parliament joined his cause. The queen took her new baby and escaped to France. Because so many Protestant officers in James s army deserted to fight for William, the king panicked Page Activity Page AP 1.2 Scaffold understanding as follows: Ask volunteers to read aloud the section William s Motives on pages CORE VOCABULARY Review with students the meaning of the term English Channel. Use the World Map (AP 1.2) to point out the location of the English Channel. SUPPORT Display the World Map (AP 1.2). Point out the location of Holland on the inset map. Explain that Holland is now called The Netherlands. It will be referred to as Holland throughout this unit because that s what it was called at the time of the Glorious Revolution. Have students trace the route William of Orange probably took sailing to England. After volunteers read the text, ask the following questions: LITERAL What were two concerns William had about going to England? He thought France would invade Holland in his absence, and he was concerned that England s Catholic King, James II, was an ally of Catholic France. 54 ENGLAND IN THE GOLDEN AGE

61 LITERAL What did King James II do when William landed in England? He and his wife fled to France. INFERENTIAL Do you think the outcome of William landing in England was part of the original plan of the Immortal Seven? No, the text says the Immortal Seven had wanted to scare James II into giving up the Catholic religion and grant Parliament more power. They did not think James II would flee. A King and a Queen, Pages Scaffold understanding as follows: William of Orange led his troops into London without a fight. and followed his wife and child. William led his troops into London without fighting a single battle. Everyone was quite surprised. When the Immortal Seven invited William to England, they were hoping only to scare James II. They wanted him to give up the Catholic religion and give more power to Parliament. They were not expecting that he would flee the country! A King and a Queen Now there was real confusion. William was not in line to take the English throne. His wife, Mary, was the daughter of King James II. Yet William was not willing to rule simply as the companion of the queen. Page CORE VOCABULARY Preview the meaning of the word heir. Point out that because Mary was the daughter of the English king, she, not her husband, was the heir to the throne. NOTE: Students in Core Knowledge schools may recall the word heir from their study of Medieval Europe in Grade 4. Have students read A King and a Queen on pages to themselves. After the students have finished reading the text, ask the following questions: LITERAL How did Parliament solve the problem of succession to the throne? They offered the crown to William and Mary together. EVALUATIVE Do you think in the 1600s it was unusual for a king and queen to rule together as equals? Possible response: Yes, it was. Even though previous monarchs had been married, they had ruled alone not with their spouses. An Unusual Coronation, Pages Many English leaders considered it Vocabulary unacceptable that the throne should pass heir, n. a person over Mary, the heir to the throne by birth, who will legally to a more distant relative. They could receive the property of someone who think of only one solution. In February dies; the person 1689, Parliament decided that James II had who will become king or queen after abandoned the throne when he left England the current king or queen dies or steps for France. Therefore, Parliament declared down that the throne was vacant. Then Parliament offered the crown to William and Mary. William would be King William III and Mary would be Queen Mary II. The king and queen would rule together as equals. An Unusual Coronation Like many monarchs before them, William and Mary had a grand coronation. Never before, however, had two people received crowns at once. And what crowns they received! It is said that 2,725 diamonds, 71 rubies, 59 sapphires, 40 emeralds, and 1,591 large pearls decorated two gold crowns. The crowns were so heavy that both William and Mary looked tired from the effort of wearing them before the coronation ceremony was over. There was another way in which the coronation was unusual. Previous rulers had promised to uphold the laws of their ancestors when they were crowned. William and Mary, however, promised to uphold the laws of Parliament. They also agreed to uphold the Protestant religion. Page Scaffold understanding as follows: Invite volunteers to read aloud An Unusual Coronation on pages After volunteers read the text, ask the following questions: LITERAL What laws and religion did William and Mary promise to uphold at their coronation? They promised to uphold the laws of Parliament, not the laws of their ancestors. They also promised to uphold the Protestant religion. CHAPTER 6 THE GLORIOUS REVOLUTION 55

62 The transfer of power from James II to William and Mary became known as the Glorious Revolution or the Bloodless Revolution. It was an important step toward democracy. Instead of accepting the idea that the choice of a ruler should be based on birth alone, leaders of Parliament chose a ruler based on what they thought was best for the country. The rulers themselves agreed to uphold the laws made by Parliament, not the laws made by previous kings and queens. And the English got rid of a ruler they did not like without resorting to execution. The Bill of Rights It was not enough just to choose a new king and queen, however. In 1689, Parliament passed one of the most important acts in the history of England: the English Bill of Rights. The English Bill of Rights is one of the foundations of the English government. It puts limits on the power of the monarch and gives important powers to Parliament. Since 1689, Parliament has met every year. The part of the United States Constitution that we call the Bill of Rights was written about a hundred years after the English Bill of Rights. The American Bill of Rights is very different from the English Bill of Rights, however. The American Bill of Rights lists and protects the rights of individual citizens. The English Bill of Rights states some basic rights of Parliament in relation to the monarchy. Parliament at that time consisted mostly of wealthy landowners. Page LITERAL What was the transfer of power from James II to William and Mary called? It was called the Glorious Revolution or the Bloodless Revolution. LITERAL How was the Glorious Revolution important to the development of democracy in England? It was very important because the rulers agreed to uphold Parliament s laws, not laws made by previous royalty. It also showed that rulers could be removed from power without war or execution. The Bill of Rights, Pages Once these basic rights were established through the Glorious Revolution, however, Parliament continued to claim more rights. The English Bill of Rights was an important step in limiting the power of kings and queens, and in creating a more democratic government in England. Important Points of the English Bill of Rights A ruler is not allowed to set aside laws made by Parliament. Parliament must meet frequently. The ruler must be a Protestant and cannot marry a Catholic. The ruler cannot maintain a standing army in times of peace. A ruler cannot collect taxes without the consent of Parliament. A ruler cannot interfere with the election of members to Parliament. All subjects have the right to petition the king. A ruler cannot interfere in freedom of speech and debate in Parliament. Protestants can bear arms to defend themselves. People should not have to pay excessive bail or fines, nor should they be given cruel or unusual punishments. Page Vocabulary bail, n. money posted to free a prisoner until his or her trial begins petition, v. to ask a person, group, or organization for something, usually in writing William and Mary accepted the English Bill of Rights, which made it clear that Parliament had gained important powers. Scaffold understanding as follows: Read aloud the section The Bill of Rights on pages 51 53, stopping at the box Important Points of the English Bill of Rights on page 52. CORE VOCABULARY Review the meaning of the words bail and petition. NOTE: Students in Core Knowledge schools may recall the word petition from their Grade 4 study of the American Revolution. Then have students read the Important Points of the English Bill of Rights to themselves or with a partner. After students read the text, ask the following questions: LITERAL What does the English Bill of Rights do? It limits the power of the monarch and gives important powers to Parliament. LITERAL What does the English Bill of Rights state about a ruler and laws made by Parliament? It states that a ruler cannot set aside or ignore laws made by Parliament. Page Timeline Show students the two Chapter 6 Timeline Image Cards. Read and discuss the captions, making particular note of any dates. Review and discuss the Big Question: Why was a foreign ruler invited to invade England? Post the images of William and Mary and William and Mary with the Bill of Rights to the Timeline in the 1600s section; refer to the illustration in the Unit 6 Introduction for guidance on the placement of each image card to the Timeline. 56 ENGLAND IN THE GOLDEN AGE

63 Check for Understanding 10 min Additional Activities Ask students to: Write a short answer to the Big Question: Why was a foreign ruler invited to invade England? Key points students should cite include: James II s inability to work with Parliament; James II s Catholicism and the birth of his son by his Catholic second wife; the fear of his reestablishing a line of Catholic monarchs. Choose one of the Core Vocabulary terms (English Channel, heir, bail, or petition), and write a sentence using the word. To wrap up the lesson, ask several students to share their responses. Match the Monarchs (RI.5.2) 30 min Activity Page AP 6.1 Materials Needed: Sufficient copies of Match the Monarchs (AP 6.1) This activity can be done in class, followed by a class discussion, or assigned as homework. Students can complete the activity individually or work in pairs. If the activity is done in class, review with the class and correct any misinformation the students might have regarding the monarchs named in the activity. CHAPTER 6 THE GLORIOUS REVOLUTION 57

64 UNIT 5 Teacher Resources Unit Assessment: England in the Golden Age 59 Performance Task: England in the Golden Age 63 Performance Task Scoring Rubric 64 Performance Task Activity: England in the Golden Age 65 England in the Golden Age Performance Task Notes Table 66 Activity Pages Tudor and Stuart Family Tree (AP 1.1) 67 World Map (AP 1.2) 68 Domain Vocabulary: Chapters 1 3 (AP 3.1) 69 Domain Vocabulary: Chapters 4 5 (AP 5.1) 70 Match the Monarchs (AP 6.1) 72 Answer Key: England in the Golden Age 73 The following fiction and nonfiction excerpts and related activity page can be found and downloaded at: Fiction Excerpts From A Midsummer Night s Dream (FE 1) The Language of Shakespeare (AP 1.3) Nonfiction Excerpt A Biography of William Shakespeare (NFE 1) 58 ENGLAND IN THE GOLDEN AGE

65 Name Date Unit Assessment: England in the Golden Age A. Circle the letter of the best answer. 1. Elizabeth I was the daughter of a) Charles I. b) Henry VIII. c) Charles II. d) James I. 2. Which statement describes Elizabeth I s religious policies? a) She persecuted Catholics. b) She persecuted Protestants. c) She combined Catholic and Protestant practices in the Church of England. d) She tolerated Catholics and Protestants in England but punished Catholics in Ireland. 3. Elizabeth I s travels were a) banquets at which she moved from one table to another. b) journeys of her court from one aristocrat s castle to another. c) reports that she delivered to her subjects once a year. d) charts on which she kept track of her increasing wealth. 4. Which of the following was not accomplished by Sir Francis Drake? a) attacked Spanish ships to steal treasure b) sailed around the world c) led a surprise attack that destroyed dozens of ships in a Spanish harbor d) began the first successful English colony in North America 5. Who explored North America? a) the English navy b) Walter Raleigh c) James I d) Charles I 6. Who was the winner in the battle of the Spanish Armada? a) England b) Spain c) France d) Holland TEACHER RESOURCES 59

66 7. Why was England s defeat of the Spanish Armada a surprise? a) The English ships were smaller but quicker than the Spanish ships. b) English sea captains were more familiar with currents in the English Channel than Spanish captains were. c) English sea captains used fire ships to attack the Spanish fleet. d) Spain was the greatest sea power in the world at the time. 8. Which event triggered the English Civil War? a) the king s order that Scottish Presbyterians use a new prayer book b) the flight of Charles II to France c) the creation of a Protestant colony in Northern Ireland d) the death of Elizabeth I 9. What names were given to the sides in the English Civil War? a) Scots and Royalists b) Roundheads and Cavaliers c) Nobles and Gentry d) the New Model Army and the Merry Olde Forces 10. Oliver Cromwell was a a) member of Parliament. b) Catholic. c) priest. d) nobleman. 11. Which of the following happened after the English Civil War ended? a) Religious tensions in England disappeared. b) Oliver Cromwell was driven out. c) Charles I was executed. d) The king of Scotland became king of England. 12. Oliver Cromwell a) became king. b) became Catholic. c) was named Lord Protector. d) was accused of treason. 13. The period of English history that began in 1660, when Charles II became king, is known as the a) Civil War. b) Glorious Revolution. c) Armada. d) Restoration. 60 ENGLAND IN THE GOLDEN AGE

67 14. Many people in England were worried about James II because he a) was Catholic. b) was Puritan. c) came from France. d) had no children. 15. William of Orange came to England from a) Spain. b) France. c) Holland. d) Ireland. 16. The Glorious Revolution got that name because it a) involved no bloodshed. b) brought great wealth to England. c) restored a king to the throne. d) united England, Scotland, and Holland. 17. William and Mary were chosen to rule by a) birth. b) the Immortal Seven. c) James II. d) the voters. 18. Which of the following describes the English Bill of Rights? a) It limits the power of the monarch. b) It limits the power of Parliament. c) It brought religious freedom to England. d) It guaranteed that all people were equal. TEACHER RESOURCES 61

68 B. Match each term to its definition. Terms Definitions 19. persecute a) the belief that kings and queens have a God-given right to rule and that rebellion against them is a sin 20. English Parliament b) to treat people cruelly or unfairly 21. divine right of kings c) a person who believed that the Church of England needed to be purified 22. civil war d) a war between people who live in the same country 23. Puritan e) the original law-making branch of the English government that is made up of the House of Lords and the House of Commons 24. monarchy f) a government in which people elect representatives to rule for them 25. republic g) a government led by a king or queen 62 ENGLAND IN THE GOLDEN AGE

69 Performance Task: England in the Golden Age Teacher Directions: Most of the major political events in England during the 1500s and 1600s were concerned with religious conflicts. Ask students to write a brief essay that supports the idea that the events during this period were mainly conflicts among religious groups and their attempts to control the government of England. Encourage students to use their Student Reader to take notes and organize their thoughts on the Notes Table provided. A sample table, completed with possible notes, is provided below to serve as a reference for teachers, should some prompting or scaffolding be needed to help students get started. Individual students are not expected to provide a comparable finished table. Their goal is to provide three to five specific examples of the influence of religious conflicts that shaped English history to use as the basis of their essay. Topic Henry VIII established the Church of England. Various Catholic rulers tried to reestablish a Catholic line of rulers. The Reign of Elizabeth I Evidence supporting the claim that religious conflict influenced events in England in the 1500s and 1600s Henry s action started a conflict in England that pitted Christian religious groups (Catholics, Protestants, Puritans, and even Dissenters) against each other as they worked and sometimes fought to control the government. Queen Mary, known as Bloody Mary, tried to reestablish Catholicism and persecuted Protestants, Puritans, and Dissenters. Later Charles I and James II believed they were chosen to rule by God. Both married Catholic wives, which concerned Protestants, who thought they were trying to establish Catholic lineage to the throne. Resolving conflicts between Catholics and Protestants was a major issue for Elizabeth during her reign. She reestablished the Church of England and included parts of both Catholic and Protestant church practices. Elizabeth did not persecute Catholics, Puritans, or Dissenters. Catholic Spain attempted to invade Protestant England, but the English navy defeated the Spanish Armada. Puritan Rule The Glorious Revolution Cromwell ruled England and forced Puritan laws on the entire population. He persecuted Catholics. William and Mary were chosen by members of Parliament because they were Protestant. TEACHER RESOURCES 63

70 Performance Task Scoring Rubric Note: Students should be evaluated on the basis of their essays using the rubric. Students should not be evaluated on the completion of the Notes Table, which is intended to be a support for students as they first think about their written responses. Above Average Average Adequate Inadequate Response is accurate, detailed, and persuasive. The references clearly show what role religion played in the events in England in the 1500s and 1600s. The writing is clearly articulated and focused, and demonstrates strong understanding of the subjects discussed; a few minor errors may be present. Response is mostly accurate and somewhat detailed. The references show how religion played a role in the events in England in the 1500s and 1600s. The writing is focused and demonstrates control of conventions; some minor errors may be present. Response is mostly accurate but lacks detail. The essay helps show how religion played a role in the events in England in the 1500s and 1600s but references few details from the text. The writing may exhibit issues with organization, focus, and/or control of standard English grammar. Response is incomplete and demonstrates a minimal understanding of the content in the unit. The student demonstrates incomplete or inaccurate background knowledge of historical events. The writing may exhibit major issues with organization, focus, and/or control of standard English grammar. 64 ENGLAND IN THE GOLDEN AGE

71 Name Date Performance Task Activity: England in the Golden Age Consider the rulers and events during the s in English history. How were events during this period mainly conflicts among religious groups and their attempts to control the government of England? Give specific examples. Use the table on the next page to take notes and organize your thoughts. You may refer to the chapters in England in the Golden Age. TEACHER RESOURCES 65

72 Name Date England in the Golden Age Performance Task Notes Table Use the table below to help organize your thoughts as you refer to England in the 1500s and 1600s. You do not need to complete the entire table to write your essay, but you should try to have three to five specific examples of religious conflict in England during the 1500s and 1600s. Topic Evidence supporting the claim that religious conflict influenced events in England in the 1500s and 1600s Henry VIII established the Church of England. Various Catholic rulers tried to reestablish a Catholic line of rulers. The Reign of Elizabeth I Puritan Rule The Glorious Revolution 66 ENGLAND IN THE GOLDEN AGE

73 Activity Page 1.1 Use with Chapters 1 6 Tudor and Stuart Family Tree John,Duke of Lancaster (son of Edward III) ( ) + Katharine Swynford (c ) Margaret Beaufort ( ) + Edmund Tudor, Earl of Richmond (c ) Henry VII ( ) Elizabeth of York (daughter of Edward IV) ( ) Phillip II, King of Spain ( ) Catherine of Aragon ( ) + Henry VIII + ( ) Mary I ( ) Anne Boleyn ( ) Elizabeth I Edward VI ( ) Jane + Seymour + ( ) ( ) Anne of Cleves ( ) Catherine Howard ( ) Catherine Parr ( ) The Stuarts Henry Frederick, Prince of Wales ( ) Elizabeth ( ) + Frederick V., Elector of Palatine ( ) Charles I ( ) Sophia ( ) + George I ( ) Ernest Augustus, Elector of Hanover ( ) Charles II ( ) The Tudors Margaret ( ) + James IV, King of Scotland ( ) James V, King of Scotland ( ) + Mary of Lorraine ( ) Mary, Queen Henry, Lord + of Scots ( ) Darnley ( ) James VI of Scotland and I of England ( ) Anne of Denmark ( ) Henrietta Maria ( ) Mary ( ) William of Orange ( ) James II ( ) William II ( ) Mary II ( ) Anne Hyde ( ) Anne ( ) TEACHER RESOURCES 67

74 Activity Page 1.2 Use with Chapters 1 6 Name Date ARCTIC OCEAN England World Map World Map NORTH AMERICA United States English Channel Spain Mediterranean Sea EUROPE ASIA China Equator ATLANTIC OCEAN AFRICA Philippines SOUTH AMERICA Indonesia INDIAN OCEAN PACIFIC OCEAN AUSTRALIA N W S N Straits of Magellan W E E S Scotland 0 2,000 miles North Sea ANTARCTICA Ireland Holland England ATLANTIC OCEAN London English Channel France 68 ENGLAND IN THE GOLDEN AGE

75 Name Date Activity Page 3.1 Use with Chapter 3 Domain Vocabulary: Chapters 1 3 For each term, write the letter of the definition. Terms Definitions 1. dub a) to treat people cruelly or unfairly 2. annul b) to officially state that a marriage never existed under the law 3. English Parliament c) imprisonment or protective care 4. ritual d) to officially make someone a knight 5. persecute e) an act or series of actions done in the same way in a certain situation, usually in a religious ceremony 6. galleon f) the original law-making branch of the English government that is made up of the House of Lords and the House of Commons 7. alliance g) a person of the upper or noble class whose status is usually inherited 8. custody h) a large sailing ship used as a warship or for trade 9. divine right of kings i) an agreement between nations in which they work together 10. civil war j) a war between people who live in the same country 11. aristocrat k) the ceremony or act of crowning a ruler 12. coronation l) the belief that kings and queens have a God-given right to rule and that rebellion against them is a sin. TEACHER RESOURCES 69

76 Name Date Activity Page 5.1 Use with Chapter 5 Domain Vocabulary: Chapters 4 5 Use the items in the word bank to complete the crossword puzzle. Do not include spaces between words in puzzle boxes for answers that have more than one word. bubonic plague compromise convert dictator disband dissolve fugitive gentry monarchy public policy rank republic Restoration treason Across 2. to end a group or organization; dissolve 4. a ruler who has total control over the country 5. to end something, such as an organization 8. people who own land and have high social standing but no titles of nobility 11. laws or rules, both written and unwritten, that govern society 12. the crime of being disloyal to one s own country Down 1. when each side in a dispute gives up some of its demands to reach an agreement 3. a deadly disease spread by fleas on infected rodents 6. a government led by a king or queen 7. a position in a group or organization 9. the historical period during which the monarchy was reestablished 10. a government in which people elect representatives to rule for them 13. a person who runs away or hides to avoid capture 14. to change from one belief or religion to another 70 ENGLAND IN THE GOLDEN AGE

77 Name Date Activity Page 5.1 Continued Use with Chapter 5 Domain Vocabulary: Chapters TEACHER RESOURCES 71

78 Name Date Activity Page 6.1 Use with Chapter 6 Match the Monarchs The words and phrases in the box are related to some of the English monarchs you have studied in this unit. Some terms refer to only one monarch, and some refer to more than one, so you may use some words more than once. Write each term in the correct squares below. Bill of Rights Immortal Seven Restoration Catholic king Cavaliers brother of Charles II Holland Sir Francis Drake fire of London Glorious Revolution Roundheads Lord Protector Spanish Armada Shakespeare Merry Monarch civil war executed Protestant wind sword rule Elizabeth I Charles I Oliver Cromwell Charles II James II William and Mary 72 ENGLAND IN THE GOLDEN AGE

79 Answer Key: England in the Golden Age Unit Assessment A. 1. b 2. c 3. b 4. d 5. b 6. a 7. d 8. a 9. b 10. a 11. c 12. c 13. d 14. a 15. c 16. a 17. b 18. a B. 19. b 20. e 21. a 22. d 23. c 24. g 25. f Activity Pages The Language of Shakespeare (AP 1.3) (used with FE 1) 1. Thou hast sung verses of feigning love, with feigning voice, at her window by moonlight. 2. Her house is removed seven leagues from Athens. 3. I will meet with thee, truly, tomorrow in that same place thou hast appointed me. 4. My Lysander and myself shall meet in the wood, where you and I were often wont to lie upon faint primrose beds, emptying our bosoms of their sweet counsel. 5. When thou dost wake, take what thou see st for thy true love. 6. Tell me how it came that I was found tonight sleeping here, on the ground with these mortals. Domain Vocabulary: Chapters 1 3 (AP 3.1) (page 69) Domain Vocabulary: Chapters 4 5 (AP 5.1) (pages 70 71) Across: 2. disband 4. dictator 5. dissolve 8. gentry 11. public policy 12. treason 13. fugitive 14. convert Down: Match the Monarchs (AP 6.1) (page 72) 1. compromise 3. bubonic plague 6. monarchy 7. rank 9. Restoration 10. republic Elizabeth I: Spanish Armada, Sir Francis Drake, Shakespeare Charles I: civil war, executed, Cavaliers Oliver Cromwell: civil war, Lord Protector, sword rule, Roundheads Charles II: Restoration, fire of London, Merry Monarch, Catholic king, civil war 1. d 2. b 3. f 4. e 5. a 6. h 7. i 8. c 9. l 10. j 11. g 12. k James II: Catholic king, Glorious Revolution, brother of Charles II William and Mary: Protestant wind, Glorious Revolution, Bill of Rights, Holland, Immortal Seven TEACHER RESOURCES 73

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81 CKHG Core Knowledge HISTORY AND GEOGRAPHY Series Editor-in-Chief E. D. Hirsch, Jr.

82 Subject Matter Expert John Joseph Butt, PhD, Department of History, James Madison University Illustration and Photo Credits A Cavalier with a Grey Horse (oil on panel), Calraet, Abraham van ( ) / Apsley House, The Wellington Museum, London, UK / Bridgeman Images: Cover B, 9f, 38 A Spanish Treasure Ship Plundered by Francis Drake (c ) in the Pacific (engraving) (later colouration), Dutch School, (16th century) / Private Collection / Bridgeman Images: 29 akg-images/superstock: 8a Arrival of Queen Elizabeth I at Nonsuch Palace, 1598 (hand coloured copper engraving) (detail), Hoefnagel, Joris ( ) / Private Collection / Bridgeman Images: 21 Art Archive, The/SuperStock: 8b Bryan Beus: 9d Charles I of England ( ) and Queen Henrietta Maria ( ) (oil on canvas), Dyck, Anthony van ( ) / Palazzo Pitti, Florence, Italy / Bridgeman Images: 9e, 37 Charles II dancing at a ball at court, 1660 (oil on canvas), Janssens, Hieronymus ( ) / Royal Collection Trust Her Majesty Queen Elizabeth II, 2016 / Bridgeman Images: 9k, 49 Cromwell and his Ironsides, illustration from A History of England by C.R.L. Fletcher and Rudyard Kipling, 1911 (colour litho), Ford, Henry Justice ( ) / Private Collection / The Stapleton Collection / Bridgeman Images: 9h, 42 Daniel Hughes: 9a Mary II (oil on canvas), Wissing, Willem ( ) (after) / Scottish National Portrait Gallery, Edinburgh, Scotland / Bridgeman Images: 9n, 54 Pantheon/Superstock: 20 Portrait of James VI, 1595 (oil on canvas), Vanson, Adrian (fl ) (attr. to) / Private Collection / Photo Philip Mould Ltd, London / Bridgeman Images: 9c, 36 Portrait of Mary I or Mary Tudor ( ), daughter of Henry VIII, at the Age of 28, 1544 (panel), Master John (fl.1544) / National Portrait Gallery, London, UK / Bridgeman Images: 20 Portrait of Oliver Cromwell ( ) 1649 (oil on canvas), Walker, Robert ( ) / Leeds Museums and Galleries (Leeds Art Gallery) U.K. / Bridgeman Images: Cover C, 9j, 42 Portrait of William Shakespeare ( ) c.1610 (oil on canvas), Taylor, John (d.1651) (attr. to) / National Portrait Gallery, London, UK / Bridgeman Images: 8d Presentation of the Bill of Rights to William III ( ) of Orange and Mary II ( ) (engraving), English School / British Museum, London, UK / Bridgeman Images: 9o, 56 Prince Charles Edward Stewart, 1732 (oil on canvas), David, Antonio ( ) / Scottish National Portrait Gallery, Edinburgh, Scotland / Bridgeman Images: 48 Puritan, Roundhead (oil on canvas), Pettie, John ( ) / Sheffield Galleries and Museums Trust, UK / Photo Museums Sheffield / Bridgeman Images: 9g, 38 Queen Elizabeth I, c.1600 (oil on panel), English School, (16th century) / National Portrait Gallery, London, UK / Bridgeman Images: Cover A, i, iii, 8c, 20 Shari Darley Griffiths: 37 Stock Montage/Superstock: Cover D, 30 The Armada being destroyed by English fire ships, McConnell, James Edwin ( ) / Private Collection / Look and Learn / Bridgeman Images: 9b, 31 The Great Fire of London, 1666 (print) (see also 53641), Verschuier, Lieve ( ) (after) / Private Collection / Bridgeman Images: 9l, 50 The Restoration of Charles II ( ) at Whitehall on 29 May 1660, c.1660 (oil on canvas), Fuller, Isaac ( ) / Private Collection / Bridgeman Images: 49 Tower of London Seen from the River Thames, from A Book of the Prospects of the Remarkable Places in and about the City of London, c.1700 (engraving), English School, (18th century) / O Shea Gallery, London, UK / Bridgeman Images: 21 Travel Pix Collection/Jon Arnold Images/Superstock: 19 Trial of Charles I, English School, (19th century) / Private Collection / Look and Learn / Bridgeman Images: 9i, 43 William III of Great Britain and Ireland (oil on canvas), Kneller, Godfrey ( ) (attr. to) / Scottish National Portrait Gallery, Edinburgh, Scotland / Bridgeman Images: 9m, 54 William III, Prince of Orange, Arriving at Brixham, c (oil on canvas), Dutch School, (17th century) / Royal Collection Trust Her Majesty Queen Elizabeth II, 2016 / Bridgeman Images: 55 Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of possible interest to you. 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83 Cavalier History and GeoGrapHy Oliver Cromwell Queen Elizabeth I knights Sir Francis Drake. Queen Elizabeth I Core Knowledge Curriculum Series Series Editor-in-Chief E. D. Hirsch, Jr. CKHG Core Knowledge History and Geography England in the Golden Age Core Knowledge Sequence History and Geography 5 What is the Core Knowledge Sequence? The Core Knowledge Sequence is a detailed guide to specific content and skills to be taught in grades K 8 in language arts, history, geography, mathematics, science, and the fine arts. In the domains of world and American history and geography, the Core Knowledge Sequence outlines topics that build chronologically or thematically grade by grade. England in the Golden Age Teacher Guide For which grade levels is this book intended? In general, the content and presentation are appropriate for readers from the upper elementary grades through middle school. For teachers and schools following the Core Knowledge Sequence, this book is intended for Grade 5 and is part of a series of Core Knowledge HISTORY AND GEOGRAPHY units of study. For a complete listing of resources in the Core Knowledge HISTORY AND GEOGRAPHY series, visit